The teacher greets Ss and places a photo of some ill people on the board. Ss are asked to describe what they see. After eliciting the answers, the teacher hangs another photo of a doctor on the other side of the board. Ss are first invited to describe the photo and then come up with Qs a doctor might ask his/her patients. They are also asked to think what patients might say in return. Ss' suggestions are written on the board.

Once Ss are familiar with the context (ask/say how one feels), they are given a handout which includes the useful phrases written on the board by the teacher. Ss work in pairs to study the phrases and explain to each other if necessary. Then, they are given another worksheet with a reading text. They are asked to find examples of the phrases in that text. The answers are elicited.

Ss are instructed to work individually to do Ex 3 and then compare their answers with a partner. CCQs are asked: Are you going to work alone? Yes. Are you going to show your answers to your partner? Yes. The teacher monitors and takes notes for delayed correction. The answers are elicited.

Each student is distributed a card that shows how someone feels. Ss are invited to move around the classroom and interact with as many students as possible to ask ''How are you?'' ,''What's wrong?'' etc. The listener is supposed to answer according to the card they have: ''I don't feel well'',''I have a headache''. The teacher models the activity to avoid confusion. Ss are also taught ''Get well soon'' to be able to finish their conversation with a sincere wish.

The teacher writes some errors made by Ss during the activities on the board. .Ss' attention is focused on these errors and they are asked to correct the errors so that everybody can see the correct usage and learn from each other. Feedback is given.