In-class scavenger hunt (see alternative) – the teacher pins some flashcards in the classroom. Students are given someone's name and look for pictures having such names on and describe the people accordingly as follows: Greta - description: Luis - description: George - description: Mariana - description: Sofia - description: Tyler - description:

The teacher shows students a health record of someone visiting the hospital – students identify their personal information and focus on the problem as follows: Personal information: Name – Age – Nationality – Residence – Family – Problem – headache Meaning – students look at a bunch of pictures and match them with the correct ache/pain accordingly: Picture 1 – a toothache Picture 2 – broken leg Picture 3 – a cold Picture 4 – a headache Picture 5 – sunburn Picture 6 – a sore throat Picture 7 – a cough Picture 8 – a backache Form – students identify the structure to form sentences using the vocabulary, contractions, and 1st and 3rd person. The marker sentences to be used are as follows: 1. I have a toothache. 2. She has a sore throat. 3. You've got a backache. 4. He's got a broken leg. Pronunciation – students identify and practice the tonic syllable in ache /eɪk/. The marker examples to be used are as follows: 1. A backache 2. A toothache

The teacher explains that Vivi McCarthy has finally been paged and met the doctor. In the consulting room, both Viviana McCarthy and the doctor speak about her problems. Reading for gist – students read a short account of what happened and answer the following question: – Did the doctor help Viviana with her problem? Reading for detail – students read the short account again and answer the following questions: 1. How many times did Viviana visit the hospital last week? 2. Does she drink any coffee at night? 3. Did she practice any sports in the past? 4. She loves playing video games - is that true or false? 5. What advice did the doctor give Viviana? Answers: 1. Four times. 2. No, she doesn't – she drinks coffee only in the mornings. 3. Yes, she did – she practiced soccer and karate. 4. Yes, she does – she loves video games. 5. She should sleep for more than 5 hours; she should eat more vegetables; she shouldn't play video games every day.

Students read the short account again and identify the language used to talk about advice/recommendations and orders as follows (see alternatives below): 1. You should eat more vegetables. 2. Drink more water! 3. You shouldn't skip meals. 4. Don't go to be late! 5. You should sleep more hours. Meaning – students identify the underlined examples on the account and categorize them as follows: Advice/recommendations: 1. You should eat more vegetables. 2. You shouldn't skip meals. 3. You should sleep more hours. Orders: 1. Drink more water! 2. Don't go to bed late! Form – students acknowledge and identify the structure used for 1) imperatives and 2) the modal verb 'should' as follows: Imperatives: Affirmative - drink more water! (infinitive of the verb without to) Negative - don't go to bed late! (Don’t / Do not + verb in the infinitive without to) Exhortative - let's do more exercise in the morning! (Let’s + infinitive without to) Modal verb (should): Affirmative - you should eat more vegetables (should + infinitive of the verb) Negative - you shouldn't skip meals (should not + infinitive of the verb) Pronunciation – students practice the full form and contraction of the modal verb 'should'; – the marker examples to be used are as follows: 1. You shouldn't skip meals. 2. You should eat more vegetables.

Students look at a picture of Marie Curie and read some advice from her – in groups/pairs, students discuss whether they agree or not with the piece of advice as follows: 'We must believe that we are gifted for something and that this thing must be attained' – the teacher paraphrases as such: we are all intelligent no matter our differences. The teacher uses this activity as a stepping stone to introduce the animation project (stop-motion movie) – the instructions are as follows: 1. The teacher shows an example of a stop-motion movie to set up the context. 2. Students get in groups – each group is given one life stage (early years, university, discovery, death and legacy); 2. Students do some research about their life stage and plan a grid for the drawings. 3. Students start drawing their information. 4. The teacher and students have a feedback session to check on progress/final results.