Unit 8 lesson 3: I don’t feel well!
Learner’s Book pages: 108–109
Activity Book pages: 92–93
Lesson objectives
Listening: Listen to conversations about feeling
unwell. Listen to a poem. Rhyming words.
Speaking: Speak about health problems. Give
advice.
Reading: Read about health problems. Read a
poem.
Critical thinking: Solving problems. Finding
rhyme.
Language focus: Shall … ?
Vocabulary: hurt, head, tummy, ear, throat, finger,
thumb, hit, knee, elbow, arm, plaster, ice pack, pill, bill
)
Materials: Slips of paper (optional),
Photocopiable activity 3.
Warm up
• Ask the class if they have been ill recently. What
happened?
1 Listen
• Tell the class that they are going to listen to some
children. Focus on the pictures. What are they going
to talk about? Elicit some ideas.
• Play the audio at least twice. You may consider
asking learners to work in pairs.
• Allow plenty of time for learners to discuss the
questions. What words helped them find the
answers?
• Ask learners why it is necessary to clean a wound;
remind them of the discussion about germs in the
previous lesson.
• Ask the class if they would have helped in the same
way. Do they have other ideas? Discuss suitable
ways of treating each complaint. Learners may have
other suggestions, and local remedies may be
different from those suggested here.
Audioscript: Track 55
1
Nurse: Hello, Kenji. What’s the matter?
Kenji: I’ve cut my finger.
Nurse: Oh dear. Have you washed it well? Or shall I wash it
for you?
Kenji: Yes, I’ve washed it well.
Nurse: Shall I bring you a plaster?
Kenji: Yes, please.
1 Cambridge Global English Stage 3 Teacher’s Resource
Nurse: Hello, Matt. What’s the matter?
Matt: I fell over in the playground. My knee hurts!
Nurse: Yes, I see. That’s not good. Shall I bring you an ice
pack?
Matt: Oh, thank you.
3
Child: Hi, Mira. Are you OK? What’s the matter?
Mira: My head hurts.
Child: Did you hit your head?
Mira: No, no, I was reading a book.
Child: Would you like a glass of water?
Mira: No, thanks.
Child: Shall I get the teacher, then?
Mira: OK.
Answers
Kenji He’s cut his finger.
Matt He fell over. His knee hurts.
Mira Her head hurts.
1 She says, ‘Shall I bring you a plaster?’
2 She says, ‘Shall I bring you an ice pack?’
3 She says, ‘Would you like a glass of water?’ and ‘Shall I
get the teacher?’
2 Talk
• Tell the class to work in pairs. They pretend that
one is not well and the other tries to help.
• Tell learners to use the clues in the pictures.
• They act out the conversation.
• Learners could add things like expressions of
sympathy, words of thanks, or dramatic descriptions
of injuries if they want to elaborate. Supply
additional vocabulary as necessary. Provide each
pair with a copy of Photocopiable activity 3
(Thanking) for reference.
• Informal assessment opportunity: Circulate,
listening to learners’ interactions. Help with
additional vocabulary if necessary. Make notes of
mistakes for remedial work.
Answers
Learners’ own answers.
For further practice, see Activity 1 in the
Activity Book.
3 Read
• Tell learners that they are going to read and listen to
a poem. Ask them to cover the words and just look
at the pictures. Can they predict what it’s going to be
about? Elicit ideas from the class.
• Play the audio at least twice while learners follow in
their books. Were their predictions correct?
• Play the audio again and ask the class to say the
verses.
© Cambridge University Press 2019
• Discuss what ‘shook his head’ means, i.e. you do Answers
this when you are worried, when something isn’t Learners’ own answers.
going well. Does it have the same meaning in the
learners’ culture? 2 Over to you
• Learners read and answer the questions.
Audioscript: Track 56
See Learner’s Book page 109. Answers
Learners’ own answers.
For further practice, see Activity 2 in the
Activity Book. 3 Word study
• Learners sort the words into rhyming groups.
4 Talk
• Read the poem again with the class and ask learners Answers
Words that rhyme with head: bed, bread, red, said Words that
to try and discover the meaning of the new words.
rhyme with eyes: flies, wise, buys, prize Words that rhyme with
• Explain as necessary. nose: toes, knows, rose, goes
• Ask learners to look for words that rhyme and
dictate them to you. Write them on the board. 4 Challenge
Answers • Learners write three sentences using at least two
sick / quick rhyming words in each sentence.
hat / rat-tat-tat
head / bed Answers
pill / bill Learners’ own answers.

Language detective Differentiated instruction

Ask learners to look at the riddle and find the Additional support and practice
answer. • Ask learners to work in pairs and practise giving
Answer advice or help. They take turns to think of a
ill problem and offer help or a solution. They use
Activity 2 in the Learner’s Book as an example.
Encourage them to think of a variety of situations,
For further practice, see Activities 3 and 4 in the not only those related to health problems, e.g. lost
Activity Book. books, buying a present for a parent, solving a
problem at school.
5 Let’s do it! Extend and challenge
• Ask the class to learn the poem by heart. Explain
• Ask learners to choose a series of rhyming
what it means. words from this lesson or from previous units.
• Ask them to make up actions to go with each line. They write a short poem with the words.
• Ask the class to search the Internet and find
Answers
information about first aid. Divide the class into
Learners’ own answers.
small groups and ask them to choose an accident
that can happen in the street, at home or in the
Wrap up school. They make a mini-poster with pictures and
• Ask learners to recite and mime the poem for the some sentences offering a solution or advice.
class. • Make a class display.
• Home–school opportunity: Learners recite the
poem to the family and teach them to mime the
verses.

Activity Book

1 Write
• Learners pretend that they have hurt themselves or
that they are not feeling well.
• They complete the conversation between them and a
friend.
• Then they draw a picture.

2 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019