That's sick!
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This document provides instructions for an activity called "That's Sick! Practitioner's Notes" where students pretend to be hypochondriacs at an annual ball, circulating around the room telling each other about their imagined illnesses and symptoms in an effort to outdo each other in appearing the sickest. The teacher is instructed to pre-teach vocabulary related to illnesses, brainstorm examples of illnesses and symptoms, and have students practice complaining about how they feel using sample phrases before sending them around the room to talk to different partners about their ailments for a few minutes at a time.
That's sick!
- 1. That’s Sick! : Practitioner’s Notes Level: Pre-intermediate to Intermediate Timing: 10 min Ages: 8 to adult Language area: Illnesses and complaints Diagnosis This activity is a warmer or filler which revises the language of illness could be given following a lesson on ailments such as headaches, colds, flu, etc. Treatment The event of the season is underway – the Annual Hypochondriac’s Ball. Students play the roles of participants and have to circulate around the ballroom telling anyone who will listen about their ailments in as much detail as possible. They should compete to be the sickest person in the room. Prescription 1. Pre-teach and write the words ‘hypochondriac’ and ‘symptom’ on the board. 2. Brainstorm and write on board the names of illnesses, complaints and some of their symptoms. 3. Pre-teach and drill some complaints such as: Oh I feel so bad! I have a temperature. I feel like death warmed up. Oh I feel sick! I feel faint! 4. Tell the students they are all hypochondriacs at a ball and that they have to tell about their illnesses etc. and find out about other peoples complaints. 5. Get the students out from behind their desks and into an open space. 6. Tell them that they have to chat to each other about all their complaints until you shout ‘change’ after which they have to find someone else to complain to. 7. Start the activity and actively monitor helping as needed. 8. After 2 minutes, shout ’change’. 9. Students find another partner and repeat the activity. 10. Get them to change partners 3-4 times before calling a halt to the activity. 11. Conduct a feedback session if necessary.