Health & Exercise
A complete two-session A2 lesson built around should / shouldn't for giving advice — so students can talk about symptoms, healthy habits, and how to feel better, with a doctor role-play, audio scripts, and answer keys.
Can-Do Statements
By the end of this lesson, students will be able to:
- Talk about health, symptoms, and exercise using everyday vocabulary.
- Give advice with should and shouldn't + base verb.
- Say what is wrong with "What's the matter?" and "I've got a…"
- Ask for advice ("What should I do?", "Should I…?").
- Understand the key details in a health text and a doctor–patient dialogue.
- Write a short paragraph of healthy-living advice or their exercise routine.
Vocabulary & Phrases
Symptoms, Body & Exercise
- a headache · a sore throat · a cough · a cold
- a temperature / a fever · a stomachache · a backache
- tired · stressed · healthy · unhealthy · fit
- go for a run / jog · do yoga · lift weights · stretch
- diet · nutrition · hydration · sleep · rest
- eat well · stay active · warm up · take a break
Symptoms & Advice
- What's the matter? — I've got a…
- I don't feel well. / I feel tired.
- You should… / You shouldn't…
- What should I do? / Should I…?
- Why don't you…? / It's a good idea to…
- Get well soon! / Take care.
The Engine of the Lesson
The grammar of advice — exactly what students need to talk about health.
1. should / shouldn't — Giving Advice
Use should + base verb to say something is a good idea, and shouldn't (should not) for a bad idea. The form is the same for all subjects (no -s, no to).
| good idea | You should drink more water. She should rest. |
| bad idea | You shouldn't eat so much sugar. He shouldn't smoke. |
2. Questions & Asking for Advice
| yes/no | Should I see a doctor? — Yes, you should. / No, you shouldn't. |
| wh- | What should I do? Where should I go? |
3. Talking About Symptoms
| asking | What's the matter? / What's wrong? |
| answering | I've got a headache / a cold / a sore throat. |
Trap: after should, never use to or -s: "You should drink" (not "should to drink" / "should drinks"). And don't forget the a: "I've got a headache."
Materials Needed
Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
1. Warm-Up — How Healthy Are You?
Ask: "What do you do to stay healthy?" Collect ideas on the board. Then mime a symptom (holding your head) and elicit "You've got a headache."
Interaction: Teacher → whole class.
2. Vocabulary — Symptoms & Exercise
Present symptom and exercise vocabulary with images. Drill pronunciation and the "I've got a…" pattern. Sort actions into "healthy" and "unhealthy" on the board.
Interaction: Teacher → class.
3. Grammar — should / shouldn't
Guided discovery: write "I've got a cold." Elicit advice and shape it into "You should rest." / "You shouldn't go out." Build the rule (should + base verb, same for all subjects), then questions ("What should I do?").
- Concept check: "Do we say 'should to rest'? Does 'he' change it to 'shoulds'?"
- Controlled drill: give a symptom, students give one piece of advice each.
Interaction: Guided discovery → class.
4. Speaking — Doctor & Patient Role-Play
The centerpiece speaking activity (full role cards in the Activities section below; also built into the student workbook). Pairs take turns as doctor and patient.
- The patient describes a problem: "I don't feel well. I've got a…"
- The doctor asks questions and gives advice: "You should… / You shouldn't…"
- Swap roles with a new illness, then change partners.
Interaction: Pairs → rotating pairs.
5. Wrap-Up
A few "doctors" report the best advice they gave. Note any "should to / shouldn't to" errors to revisit in Session 2.
1. Review Game — Advice Bursts
Call out a problem ("I'm always tired", "I've got a backache"). Teams race to give correct "You should… / You shouldn't…" advice. One point per correct, natural sentence.
Interaction: Teams.
2. Reading — "Feeling Better"
Students open the Student Workbook and read the text. They answer the comprehension and multiple-choice questions, which grade instantly.
- First read for gist: "Did Daniel get better?" Then read for detail.
- Pairs underline every piece of advice (should / shouldn't).
Interaction: Individual → pairs.
3. Listening — At the Doctor's
Play Audio 2 (script below). Students complete the fill-in-the-blank and multiple-choice listening task in the workbook. Play twice.
Interaction: Individual → class check.
4. Writing — Healthy-Living Advice
Students complete the workbook's grammar, word-order, and the healthy/unhealthy sorter, then write a short advice paragraph.
Model: "Do you want to feel better? First, you should sleep eight hours every night. You shouldn't drink coffee in the evening. You should eat more fruit and vegetables, and you shouldn't eat too much junk food. Finally, you should exercise three times a week. Stay healthy!"
- Target: at least three should and two shouldn't sentences with health vocabulary.
- Students self-check against the writing checklist in the workbook.
Interaction: Individual.
5. Share, Score & Reflect
Students read their advice to a partner, who chooses the best tip. Then they tap Show My Score in the workbook and show you the result on their phone.
Speaking Activities
This unit uses a role-play as its centerpiece instead of a mingle, for variety. The same role-play is built into the student workbook.
Centerpiece: Doctor & Patient Role-Play
Pairs sit face to face. One is the doctor, one is the patient. Use the cards, then swap roles with a new problem.
The Patient
- Choose a problem: a headache, a cold, a sore throat, a stomachache, a backache, or "always tired".
- Start: "I don't feel well. I've got a…"
- Answer the doctor's questions (how long, how you feel).
- Ask: "What should I do?"
- End: "Thank you, doctor!"
The Doctor
- Greet: "Good morning. What's the matter?"
- Ask: "How long have you felt like this?", "How do you sleep?"
- Give 2–3 pieces of advice: "You should… / You shouldn't…"
- Add a tip: "Why don't you…?"
- End: "Get well soon!"
More Activities (rotate these — not a mingle)
Advice Clinic (Agony Aunt)
Give each group a "problem card" ("I can't sleep", "I'm always stressed", "I want to get fit"). Groups write three pieces of advice with should/shouldn't, then pass the card on. At the end, read the best advice for each problem aloud. Lots of writing + speaking with the target grammar.
Symptom Charades
A student mimes a symptom or an exercise. The class guesses ("You've got a stomachache!") and then gives one piece of advice ("You should rest."). Fast vocabulary recall plus instant advice practice.
Diamond 9 — Healthiest Habits
Give nine habit cards (drink water, sleep well, do yoga, eat vegetables…). Groups arrange them in a diamond from "most important for health" to "least", and must justify with "We think you should… because…". Builds ranking, negotiation, and reasons.
Class Health Survey
Each student writes three health questions ("How many hours do you sleep?", "How often do you exercise?"), interviews three classmates, and reports the results: "Most people should sleep more." Practices questions and reporting.
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1Healthy Habits (model)+
Narrator: Listen to a doctor's health advice.
Doctor: If you want to stay healthy, here is my advice. You should drink about two liters of water every day, and you should eat plenty of fruit and vegetables. You shouldn't eat too much sugar or fast food. You should also exercise — even a short walk is good. You shouldn't sit all day. And one more thing: you should sleep seven or eight hours every night. You shouldn't look at your phone in bed. Small changes make a big difference!
How to use: Play once and ask students to count the pieces of advice. Play again to separate the "should" (good) from the "shouldn't" (bad) ideas. A clear, calm pace works best.
Audio 2At the Doctor's (listening task)+
Doctor: Good morning. What's the matter?
Patient: I don't feel well. I've got a bad headache and I feel tired all the time.
Doctor: I see. How many hours do you sleep?
Patient: About five hours. I work a lot.
Doctor: That's not enough. You should sleep at least seven or eight hours. You shouldn't use your phone before bed.
Patient: OK. Anything else?
Doctor: Yes — you should drink more water and take a short walk every day.
Patient: Thank you, doctor!
How to use: This is the source audio for the workbook's Listening task. The dialogue models "What's the matter?", "I've got a…", and should/shouldn't advice. Play for gist first, then for detail.
Audio 3Pronunciation — "should" /ʃʊd/ (optional)+
Listen-and-repeat drill. The "l" in should is silent: /ʃʊd/. "shouldn't" = /ˈʃʊdnt/.
You should rest. — You should drink water. — You should sleep more.
You shouldn't smoke. — You shouldn't worry. — You shouldn't eat so late.
How to use: A2 students often pronounce the "l" in "should". Model the silent l and the weak vowel. Drill the contraction "shouldn't" so advice sounds natural and fluent.
Workbook Answers
These match the self-grading student workbook. The workbook grades automatically; keys are here for your reference and board correction.
Reading — Comprehension ("Feeling Better")
- Name one thing Daniel had. — a sore throat / a headache / a cough
- Where did Daniel go? — (to) the doctor
- How many hours did he sleep each night? — eight
Reading — Multiple Choice
- The doctor said Daniel should… — b) stay at home and rest
- What does Daniel do now every morning? — c) exercise
Listening — Fill in the Blank (Audio 2)
- The patient has got a bad headache.
- The patient sleeps about five hours.
- The doctor says he should sleep at least seven or eight hours.
Listening — Multiple Choice (Audio 2)
- What shouldn't the patient do before bed? — b) use his phone
- What else should he do every day? — c) take a short walk
Grammar — should / shouldn't
- You should drink more water. (advice)
- You shouldn't eat too much sugar. (advice, negative)
- He shouldn't go to work; he's ill.
- Should I see a doctor? (question)
Word Order
- You should drink more water.
- You shouldn't eat junk food.
Sorter — Healthy vs Unhealthy habits
- Healthy: drink water, eat vegetables, sleep eight hours
- Unhealthy: skip breakfast, eat junk food, stay up late
Common Student Errors
Watch for these at A2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "You should to rest." | "You should rest." | No to after should. Drill should + base verb. |
| "You should resting." | "You should rest." | Base verb after should, never -ing. |
| "He should drinks water." | "He should drink water." | No -s after should — modal verbs don't change. |
| "You don't should smoke." | "You shouldn't smoke." | The negative is shouldn't — no don't. |
| "I've got headache." | "I've got a headache." | Use a with most illnesses (a cold, a headache, a sore throat). |
| "Do I should see a doctor?" | "Should I see a doctor?" | Questions with should don't use do/does. |
Extension & Homework
In-Class Options
- Write a "5 tips for a healthy life" poster using should and shouldn't.
- Design a one-day healthy menu and exercise plan.
- Give advice to three different people (a student, an athlete, an office worker).
At-Home Practice
- Write a short advice paragraph for a friend who wants to get fit.
- Research a fitness trend and note three "should" tips about it.
- Finish any workbook tasks and bring your score to the next class.
How to Measure Success
Ready to run the lesson?
Open the student workbook on any phone or laptop — no login, fully self-grading.
Open the Student WorkbookUnit 7: Health and Exercise
Objective:
By the end of this lesson, students will be able to:
- Discuss health habits and exercise routines.
- Use vocabulary related to health terms and exercise activities.
- Comprehend articles about health and fitness.
- Engage in dialogues about health issues and exercise tips.
- Write about their daily exercise routine.
Duration:
90 minutes (divided into two 45-minute sessions)
Materials Needed:
- Whiteboard and markers
- Handouts with sample articles about health and fitness
- Audio recordings of dialogues about health and exercise
- Writing materials for students
Session 1: Introduction and Speaking Practice (45 minutes)
Warm-Up (5 minutes)
- Start the lesson with a quick group discussion: “What do you do to stay healthy?”
- Encourage students to share their daily health habits and exercise routines.
Introduction to Health Vocabulary (10 minutes)
- Write key health and exercise terms on the whiteboard (e.g., diet, nutrition, jogging, yoga, weightlifting, stretching, hydration).
- Practice pronunciation and ask students to match terms with simple definitions or actions.
Discussing Health Habits (15 minutes)
- Lead a class discussion about health habits and favorite exercise routines.
- Use guiding phrases: “I try to…,” “I enjoy…,” “My exercise routine includes…”
- Pair students to discuss their routines, then share interesting answers with the class.
Reading Activity (10 minutes)
- Distribute short articles about health and fitness.
- Students read individually and highlight key points about health habits and exercise.
- Follow up with a brief class discussion about the main ideas.
Listening Exercise (5 minutes)
- Play a short audio recording of a dialogue discussing health tips or exercise routines.
- Students listen and note down specific activities or advice mentioned.
Session 2: Vocabulary, Writing, and Review (45 minutes)
Vocabulary Review (10 minutes)
- Review key health and exercise terms using flashcards, visuals, or a matching activity.
- Have students form sentences using the vocabulary to reinforce usage.
Writing Task (20 minutes)
- Assign students to write about their daily exercise routine. Include:
- Types of exercises.
- Frequency and duration.
- Reasons they enjoy these activities or any challenges they face.
- Encourage descriptive language and personal reflection.
Peer Sharing and Feedback (10 minutes)
- Pair students to share their written routines.
- Partners provide feedback on:
- Variety of exercises.
- Clarity and detail.
- Personal motivation and goals.
Wrap-Up and Reflection (5 minutes)
- Reflect as a group on new ideas for staying active.
- Discuss what students learned about health and exercise from their peers.
Review key vocabulary and phrases one final time.
Homework:
- Research a new exercise or fitness trend. Write a short summary of its benefits and how to incorporate it into a healthy lifestyle.
Assessment:
- Monitor participation in speaking activities and class discussions.
- Assess vocabulary usage and comprehension during reading and listening tasks.
- Evaluate the detail, organization, and creativity in students’ written exercise routines.