Time Stage & Aim Procedure Materials Comments & Risk Prevention

5 min Warm-up: Show slide 2 on the projector and explain the rules. Tell Health …
review words the Ss that they should name a body part that they (slide 2)
from previous learnt last lesson.
lessons Then say this tongue twister 3x:
Can you can a can as a canner can can a can?

7 min Vocabulary: Talking about medical problems

Part 1
Write the words on the whiteboard and explain the
difference Health …
• hurt - ask Ss if they remember word ‘hurt' ask to
provide a few examples
Say that some body parts have special names for ‘hurt’.
For example:
I have a...
- headache
- toothache
- backache
- stomachache
For all these words it is enough to show what hurts. If
necessary, write ‘stomach’ separately on the whiteboard
and point at your belly. Or you can write: I ate bad pizza
yesterday and now I have a stomach.
Write next group of words:
I have a...
- sore throat
- sore eye
- sore ear
- sore muscles
Tell Ss they should remember these two groups of
words, with all the rest they can use ‘hurt’

Part 2
Try to drill the words ‘hurt’, ‘sore’ and ‘ache’
Give random body parts and point at a random student -
he/she should say it with the written word.
For example:
head - headache
eye - sore eye
Part 3
 Proceed with vocabulary presentation and give some
more words:
- flu
- cold
- runny nose/stuffy nose
- cough
- high temperature or fever
To explain ‘flu’ and ‘cold’, say that you have a cold when
you cough (show) or have runny nose (show) but in
two-three days you are ok.
Flu - it is an epidemic (you can write on the whiteboard):
every winter people have the flu, you feel very bad for
about 2 weeks.

5 min Semi-controlle The Dog Ate It Health … Encourage Ss to use new

d practice: Show slide 3 and introduce the task. Students should (slide 3), vocabulary
target say an excuse for Tina so that she keeps her job. The
vocabulary in story should be really good to save her!
context, past The story will start with a sentence:
tense review When Tina woke up that morning, she understood
something was wrong (not ok)
Ss go one by one adding (integrating) one of their
excuses into the common story.

5 min Controlled Doc, it hurts

practice: This activity is similar to a game of charades. Divide Ss
explaining into 2 teams. Ask 1 person from the group to go first.
target vocab
Send him/her via PM one of the words from today's
in context
vocab (e.g. toothache). The S needs to explain this
problem to his team in under 1 min. But he can't say the
part of body that hurts. For example: Doctor help me, I
can't sleep or eat! It hurts so bad. When I drink hot or
cold water, the pain becomes even worse!
If the team guesses, they get a point. If they don't get,
the other team gets a chance to steal the point.
Make sure each S has gotten a chance to play the
'patient' in this activity.

7 min Controlled What should I do? Wordwall,

practice: Send wordwall cards to the group chat. show slide 4 on
target
 vocabulary the projector. Explain the task: Ss take out a card from Health …
and the deck and give 2 pieces of advice one by one. Ss (slide 4)
should/should need to give 2 pieces of advice with 'should' and
n’t, advice and
'shouldn't for this advice. The advice can be serious,
complaints
silly, real or unreal, as long as it fits the context and it is
grammatically correct.

7 min Teach: Grammar: Adverbs of Manner

grammar Part 1
adverbs of This car is slow. (write ‘what' above the word ‘slow’)
manner I drive slowly. (write ‘how’ above the word ‘slowly’)
circle ‘ly’ ending
Write:
slowly = how = adverb (circle ‘adverb’)
Write adjectives on the whiteboard:
happy
fast
*irregular: fast (adv)
busy
hungry
lazy
easy
angry
bad
serious
good
*irregular: well (adv)
Point out that we use adverbs to describe actions
(verbs) and adjectives to describe
objects/people/places (nouns)
Ask students to make adverbs (point at the word you
wrote above if necessary).
Part 2
Call on a random student and give him/her an adjective
from the whiteboard. He/she should use the adverb.

5 min Controlled How it’s done

practice: Show slide 5 on the projector. Introduce the task. Health …
target Provide a couple of personal examples (e.g. I wake up (slide 5)
grammar early in the morning easily). and ask them to tell each
other how they do these actions.
7 min Controlled How am I? Wordwall,
practice: Send the wordwall to the group chat. Ss go one by one
target choosing a box and describing their animal using
grammar adverbs of manner in their sentences. Other Ss(or you)
need to guess the animal, which is being described.
If an S chooses a box that has already been opened by
another S, he/she should just open a different box.

7 min Semi-controlle Health Check-up Health …

d practice: Show slide 6 on the projector. (slide 6)
target
vocabulary
and speaking
about health

10 min Speaking Open the link and play the game. SS needs to give https://www.
advice to the problems, using should/shouldn’t baamboozle.
com/game/2
44115

5 min Homework - words and write recommendations to all IMAGE …

problems in this worksheet
Words
https://quizl
et.com/817
044425/hea
lth-a2-flash-
cards/?i=3a
ghq7&x=1jq
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