Objectives
to build up vocabulary related to the body and health
to talk about a healthy way of life
to read stories related to the topic
to talk about health problems
listen to dialogues about health problems
to express result with the present perfect
Step 1 Lead-in
1 Write on the board the title of the lesson What’s wrong with you? Ask students to think of the contexts/ different situations in which this sentences can be heard/used.
Put all their ideas on the board.
2 Ask them to tell you how important health is in people’s lives. How then can we stay healthy? Elicit their ideas.
When they have run out of ideas, tell them to choose the ten most important pieces of advice and copy them in their notebook. Tell them to rank them too.
Listening: 10 STEPS TO GOOD HEALTH 3 Tell them to compare their lists with the one on
page 92, SB. Put students in small groups and tell them to come up with the answers.
4 Play the CD and check their answers.
5 Practise the vocabulary related to health problems.
Do the Pronunciation Box.
6 Do What’s the matter? on p. 92, SB. Read all the sentences out.
Key: 7 He has a rash. 8 He has earache. 4 He has the flu. 10 He has toothache. 11 He has a headache. 12 She has a cut. 2 She has a sore throat. 1 He has a stomachache. 9 He has a cough. 5 He feels dizzy. 6 He has a bruise. 3 He has hay fever.
7 Ask students to cover the sentences and try to reconstruct them by looking at the pictures.
8 Tell them to choose the five worst/most painful problems among these and copy them in their notebooks.
Speaking 9 Do Task D, p. 93.
Suggested homework: Task A a), p.78, WB.
Step 2
Revision of parts of the body 1 You can do a command game:
Touch you elbow. Nod your head.
Snap your fingers. Comb your hair.
Stamp your feet. Brush your teeth.
Scratch your nose. Shrug your shoulders.
Stick out your tongue. Wink your eye.
Clap your hands. Walk on tiptoe.
Stretch your legs. Open your mouth wide.
Bend your knees. Pull your ears.
Pinch your cheek. Blow your nose.
Fold your arms. Flick your wrists.
Pound your chest. Slap yourself on the back.
Rub your chin. Punch yourself in the stomach.
– First give the commands and do them together with them.
– Then just keep giving them, and students do what you say.
– After that you can show them the cards, then students read and do what theyíre told to do.
– Finally, you can ask them to match the split parts.
The present perfect revision (result) 2 Do Task A b), p.79, WB.
3 Now, do Task D, p.81, WB. Copy all the sentences on cards (preferably different colour paper or different colour felt tip pens). Ask students to match them. Once they have matched them on the board you can ask questions to make it clear that their state is the result of some other action.
e.g. Why is Mary’s arm in plaster?
Because she has broken it.
Why does Brian feel sick?
Because he has eaten too much, etc.
Mary’s arm is in plaster.
She has broken it.
John can’t walk. His ankle hurts.
He has sprained it.
Anna’s finger is bleeding.
She has cut herself.
Brian feels sick.
He has eaten too much ice cream.
Jane has a bruise on her knee.
She has fallen off a bike.
Kevin has a black eye.
He has had a fight.
Jim has a runny nose.
He has caught a cold.
’Ouch!’ says Pam.
She has burnt herself.
4 You can play a memory game with these cards or let students draw a result card and say what has caused it.
5 Let students work out the causes for some other sentences.
Alan feels so miserable. Diana and Dennis are happy.
Robin is in prison. A little girl is crying.
Gary can’t get into the flat. We can’t watch TV.
I’m so sleepy. Jerry is so proud of himself.
6 Optional: Task C, p. 81, WB can be done as a game too. It can be played in two steps.
A) There are 10 situations. Write them on cards and you’ll get 2 sets of 10 cards.
e.g. Look! Somebody has broken the window.
Play the Matching Game or Memory.
B) Write one more set of cards, this time with gaps.
e.g. Somebody ______________ the window.
Play the matching game but this time they have to supply the right verb form.
Suggested homework: Task C, p.81, WB.
Step 3
Introducing new vocabulary
1 Ask students to look at the words in Task A on page 93. Read them one by one and they repeat
them after you. In groups they read the sentences and work out their meanings.
2 Check the meanings of the words with the whole class. Read one sentence at random, but when you come to the target word instead of reading it in English say it in Bosnian/Croatian/Serbian. Students say the word in English.
3 Now read the sentences again and instead of reading the target words, whistle or snap your finger. Students say the right words.
4 Divide the board in two parts. Split the class in half.
Play a spelling game. One student from each team comes to the board. You read the paraphrase and they have to write the word. The team with more correct words wins.
5 Now play it in reverse. The teams take turns to paraphrase some word on the board to their representative. If she/he rubs/crosses the right word out the team gets a point.
Optional
6 Finally, you can ask students to make up a story in groups. Each word used in their story will bring them two points. All stories are read out and the points counted.
A and B dictation as a pre-reading activity 7 Split the class in half. Dictate to each half a different
set of sentences and questions.
They think of possible answers.
A Mrs Grimson lives alone in a big flat. Why?
Brandon needs a place to stay. Why?
He goes to see the old lady. Why?
Today Brandon isn’t himself. What has happened?
Mrs Grimson is confused. What has happened?
B ’That’s the only thing I’m interested in.’
says Alan. What?
Everybody likes him so much. Why?
’It can’t be true’, the people whisper. What has happened?
Mr Raily decides to go to the police. Why?
Mr Raily explains to the Chief Inspector. What?
Reading
8 Do Task C, p. 94, SB. Students read their story and check their ideas. They also underline all the words they dealt with last time.
Follow-up
9 Do Task D, p.94, SB or Task E, p.95, SB depending on the story they have read.
Key: Task D
1 Because her husband has died.
2 Because she is very lonely.
3 Because he has always wanted to be a doctor.
4 Because he is nice and decent.
5 To bring him a cup of tea.
6 He was in a rush.
7 Because it is too heavy to push.
8 Because she is frightened and confused.
Task E 1 Yes, he has.
2 Yes, he has.
3 No, he hasn’t.
4 Yes, he has.
5 No, he hasn’t.
6 Yes, it has.
7 No, he hasn’t.
8 No, he hasn’t. Because he has helped a lot of people.
Retelling the story
10 Pair off students (A and B). They tell each other their stories. They have to say what they think happened next.
Suggested homework: Students have to read the other story and do Tasks F and G, p. 95, SB and Task E a) and b) pages 82 and 83, WB.
Key: Task F 1 X, 4 X, 6 X, 7 X.; Task G 1 To grow up means to change from a child to an adult. 4 To look after someone means to take care of someone. 6 An ad is a short text in the newspapers that tries to persuade people to buy or do something. 7 A surgery is a place where doctors treat their patients.
Optional
Reflexive pronouns
1 Start with homework. Write the sentences that contain reflexive pronouns but leave the pronouns out. Write them on separate cards. Play the
matching game.
Have all the sentences on the board face down and all the ’pronoun’ cards face up.
The sentence cards must be numbered. Students take turns to choose a number. You show them the sentence, they try to fill it in with the right reflexive pronoun.
Variation: Write a set of sentences, each containing a reflexive pronoun. Some of them should be incorrect. Students have to detect the wrong ones and correct them.
Vocabulary revision
2 Revise the vocabulary from the previous lessons.
Put students in groups and tell them to go through the lessons covered so far and write on slips of paper about thirty words.
3 Students exchange their sets of words. Now, tell them to categorise/group the words they have got.
They have to decide how to do that. There are no right or wrong ways of doing this. You accept any categories if they can justify them.
Optional – Crossword puzzle
4 Now tell the students to choose 6-8 words/
expressions and make a crossword puzzle with them. Once they have arranged them, they should write the clues for them, then copy their crosswords without the words, only with the numbered clues.
5 They exchange their crossword puzzles and do them.
6 Do Task B a) and b), p. 80, Workbook.
Step 4
Listening HEALTH PROBLEMS
1 Tell students that they are going to hear two dialogues related to health problems. Ask them to tell you what we do when someone has a problem.
We try to help or at least give some advice. Revise the language of giving advice. Play the CD and ask students to do Task A, p. 98.
Key: 2, 3, 1.
Check if they can say what’s wrong. If not, play the CD again. Then check the answers.
Key: Barry is feeling awful. He has a high
temperature and he feels dizzy. He also feels sick in his stomach.
2 Play the CD again. Students do Task B.
Key: To stay in bed, take an aspirin and a lot of warm tea.
3 Now, play the second dialogue and ask students to do Task C. Check the answers.
Key: Name – Danny. Problem – A pain in his
shoulder. How long for? For a week. Medicine – Tablets. Next visit – If the pain doesn’t go away.
4 Play it again. Students do Task D.
Key: 1 While playing football with Chris. 2 Nobody’s fault. They simply bumped into each other. 3 Yes, because he’s very kind.
Optional
A split dialogue activity
5 Put students in groups and give them a split dialogue to put in order. Use the dialogues at the back of the book, Tapescript 15.2.
Note: Split dialogues can be exploited in many different ways. Here’s one way. Each group should have as many members as there are slips with sentences. Everybody memorises their line(s) and nobody is allowed to show their line(s). They have to say it/them. You can even collect the slips after some time.
6 Students read out their dialogues, then open their books and check with the original one(s).
Two-dialogues-in-one
7 Copy the lines of the two dialogues from the Language in action box, p. 98, SB slips of paper and mix them up. Students have to separate the dialogues and order the lines.
8 Round off with students acting out different situations based on the dialogues they have just dealt with.
Suggested homework: The writing task on page 86.
Key: NAIVE BANK MANAGER
It was 3.30., closing time. Everybody was leaving the bank when a middle-aged man in a suit carrying a big leather bag in his hand came in. He said his name was Shigeru Matsui and asked for the manager. He explained that he was a doctor sent by the Ministry of Health to vaccinate the staff.
He also told the manager about the dysentery epidemics that had broken out a few days earlier.
It took only a few minutes for the staff to come to the meeting room. He gave each and everyone of them a little bottle with something tat looked just
like water. Without asking any questions they took it. In a minute or two they all lost consciousness.
The fake doctor was free to collect the money. How awful! All he got was 180,000 yen, about $ 600.
Geography quiz
1 You can write on a piece of paper the geographical names from the box in Task A (Workbook)
Variation: You can dictate them to your students.
Help with spelling if necessary.
2 Write the numbers 1-12 on the board. Students call out the number, you cross it out and read the question. They choose the right answer from the board. Students might know the answers to the questions even without having the answers on the board but in this way you can do a more controlled activity because you want to point out the use of the definite article with place names.
1 the United States of America 2 Paris 3 in Scotland 4 Montana, Michigan 5 the Nile 6 Asia 7 Australia 8 the Indian Ocean 9 the Rocky Mountains 10 in Ireland 11 the Netherlands (or Holland) 12 the Thames
3 Tell your students to sort out the words in the following groups (introduce the words if necessary).
They should leave a space between them just as you did.
rivers: (the Nile, the Thames)
oceans and seas: (the Indian Ocean, the Adriatic Sea) mountain ranges: (the Rocky Mountains)
continents: (Asia, Australia)
countries and states (Ireland, Montana, the USA, the Netherlands)
The with place names
4 Ask your students to guess why you split the geographical names in two groups like that. Draw conclusions about the use of the with place names.
5 Let the students look at the GRAMMAR SPOT on page 66 in the Workbook. They should copy the items that they haven’t got (deserts, lakes and parks) in their notebooks. If you have time you can tell your students to add more geographical names to each category.
6 Students can now do Task B in their Workbook.
7 Suggested homework: You can ask your students to prepare 5 questions similar to the one in Task B.
They should write them on slips of paper.
Workbook answer key
A b) 1 fingers; 2 shoulder; 3 head; 4 neck; 5 heart;
6 toe; 7 tongue; 8 eye.
B a) take up – start doing some activity;
grow up – become a man or a woman;
give up – stop trying;
look after – take care of; stay up ń be awake late at night;
tell off – talk to someone in an angry way because they did something wrong;
rip off – take too much money from someone.
b) 1 stay; 2 tell; 3 grow, 4 rip; 5 look; 6 take; 7 give C 1 has broken; 2 have lost; 3 has robbed;
4 have finished; 5 have seen; 6 has come;
7 has stopped; 8 has tidied; 9 has gone;
10 have been.
D Brian, Mary, John, Anna, Kevin, Jane, Pam, Jim.
6 7 2 4 1 8 5 3
E b) 1 myself; 2 themselves; 3 himself, 4 yourself, 5 ourselves; 6 herself; 7 yourselves; 8 itself.
PART II – CLOWN DOCTORS