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How Do You Feel  




GRAMMAR: NH's Speaking Plus 3 (book 2) / TE's Talking Scene (2-8)


DATE ADDED: Apr. 7, 2010


50 min.

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BRIEF OUTLINE: Students try to win this board game by being doctors (giving diagnosis) and patients (saying the symptom).



  • HowDoYouFeel attachments: There are also bonus cards. They are located in the same file.
  • Dice: One per group (not included)



  1. Break students into 5-6 groups with 4-5 students per group and have them sit in rows. Move all the desks and chairs out of the way. Put the big blow up gameboard on 6-9 desks in the front of the class.
  2. Explain to students how to play the gameboard: 1.) Answer the question, 2.) roll the die, 3.) move your mark (go up when you land on a ladder or go down when you land on a chute) OR pick a card when you land on a bonus star.
  3. Remember to explain the bonus cards: Move forward/backward X spaces, roll again, switch places with another player, or miss a turn.
  4. The first students should stand up and move to the front of the class where the gameboard is.
  5. The JTE will point to a symptom and the first 5 out of 6 students (if there are 6 groups) to whisper the answer into the ALT's ear, get a die. The last person needs to answer but cannot roll.
  6. ALT counts to three, students roll the dice and move their mark. If student lands on the 'bonus star', s/he picks a card from the ALT and acts accordingly.
  7. Students return to the back of the group and the next students in line go to the front.
  8. After 5-10 minutes, add a new rule. This time, everyone gets to roll but only the first student says the symptom. The other students in play need to say the diagnosis but they cannot repeat what had already been said.



  • Teach students the phrases and the pains. Make sure they can distinguish a fever from a cold, a toothache from a stomachache, eye vs. tooth hurts, etc.
  • As a class, give students examples of some pains and have them give a few diagnoses.
  • Make sure students in the groups are helping each other.
  • Make sure this game goes at a fast pace to ensure students won't get bored and be distracted.



  • This activity is designed to encourage students to speak on the spot, rather than to ridicule them for making mistakes. Therefore what diagnoses students come up with for the symptoms should not be the focus of this lesson. As long as students say the correct symptom and give a legit diagnosis, teachers should allow students to roll.

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This page was last modified on Tuesday, March 06, 2012 12:57:46 PM