unit6 : Vocabulary: Parts of the body - Health problems : cours 1 Bac SM

1Course Objectives

This section outlines the specific learning goals students will achieve by the end of the unit. These objectives guide the entire course and are aligned with the CEFR B1 level requirements for 1st year Baccalaureate.

Vocabulary & Naming Goals

External Body Parts

Identify and name the main external parts of the body — head, arm, leg, chest, back — using accurate English terminology.

Internal Organs

Recognize and name the primary internal organs — heart, lungs, brain, stomach, liver, kidneys — and understand their basic functions.

Health Problem Vocabulary

Acquire vocabulary for common health problems : headache, toothache, flu, cold, sprain, allergy.

Communication & Language Goals

Describing Symptoms

Describe symptoms using functional language : 'I have a...', 'My ... hurts', 'I feel...'

Asking About Health

Ask questions about someone's health using:'What's the matter?' and'Where does it hurt?'

Giving Advice

Give simple health advice using the modal verbs'should' and 'shouldn't' — e.g., You should rest, You shouldn't eat too much sugar .

Real-Life Conversations

Engage in basic doctor-patient or friend-to-friend conversations about health and illness.

Word Formation

Form health-related words using the suffixes'-ache' (headache, stomachache, toothache) and'-y' (dizzy, stuffy, runny).

	$Objective$	$Language Focus$	$CEFR B1 Skill$
$1$	$Name external body parts$	$Nouns: head, arm, leg, chest, back$	$Speaking & Writing$
$2$	$Name internal organs & functions$	$Nouns + simple present: The heart pumps blood.$	$Reading & Writing$
$3$	$Describe health problems$	$Vocabulary: headache, flu, cold, sprain, allergy$	$Listening & Speaking$
$4$	$Describe symptoms$	$'I have a ...', 'My ... hurts', 'I feel ...'$	$Speaking$
$5$	$Ask about health$	$'What's the matter?', 'Where does it hurt?'$	$Speaking & Interaction$
$6$	$Give health advice$	$Modal verbs: should / shouldn't$	$Speaking & Writing$
$7$	$Hold a health dialogue$	$Doctor-patient / friend-to-friend conversation$	$Interaction$
$8$	$Form health words$	$Suffixes: -ache, -y$	$Vocabulary & Writing$

Summary of unit objectives, language focus areas, and targeted CEFR B1 skills.

By the end of this unit, students should be able to communicate confidently about health topics in everyday English. The objectives above cover four core competency areas at the CEFR B1 level : vocabulary building, functional language use, word formation, and interactive speaking. Each objective is built upon in the sections that follow, moving from naming body parts to producing full, natural conversations about health.

Key Reminder

These objectives are cumulative : each new skill (e.g., giving advice with should) depends on mastering the previous one (e.g., naming the health problem). Work through the unit in order for the best results.

Before starting this unit, students should have acquired certain foundational English skills from middle school and early high school. These prerequisites ensure smooth progression into the new vocabulary and structures.

Basic Body Parts Already Known

Head & Face

head, eye, ear, nose, mouth — the core facial parts students already know from middle school.

Limbs & Extremities

hand, foot — the basic extremities introduced in earlier English lessons.

These basic body parts form the starting point of Unit 6. Students will now expand this list significantly by learning both external and internal vocabulary, as well as the language needed to describe health problems related to these body parts.

Tired

Feeling a need to rest or sleep; low in energy. Example: 'I feel tired after school.'

Cold

Feeling a low temperature or suffering from a minor illness causing a runny nose. Example: 'She feels cold today.'

Hot

Feeling a high body temperature; can indicate fever. Example: 'His forehead feels hot.'

These simple adjectives describing physical states are already part of students' vocabulary. In Unit 6, they will be extended to describe more specific symptoms and health conditions using richer vocabulary.

Verb 'To Have': Key Forms Review

Affirmative

I/You/We/They have — He/She/It has . Example: 'She has a headache.'

Negative

I/You/We/They don't have — He/She/It doesn't have . Example: 'He doesn't have a fever.'

Question

Do you have \dots? / Does she have \dots? Example: ' Does he have a sore throat?'

The verb'to have' is essential throughout this unit because the most natural way to state a health problem in English is: subject + have/has + health problem . A solid command of all its forms (affirmative, negative, interrogative) is therefore a critical prerequisite.

Tenses for Health Descriptions

Simple Present

Used to describe a current health condition. Example: 'I have a stomachache right now.'

Simple Past

Used to describe a past health condition or when a problem started. Example: 'She had a fever last night.'

$Modal Verb$	$Meaning$	$Example Sentence$	$Link to Unit 6$
$can$	$Ability / possibility$	$'I can feel a pain in my chest.'$	$Describes what a patient is able to feel or do.$
$must$	$Strong obligation / necessity$	$'You must see a doctor immediately.'$	$Expresses urgency or necessity in a health context.$
$should / shouldn't (new)$	$Advice / recommendation$	$'You should rest.' / 'You shouldn't eat junk food.'$	$The main modal verb introduced in Unit 6 for giving health advice.$

Progression from known modal verbs (can, must) to the new modal verb 'should/shouldn't' in Unit 6.

Students already know'can' and'must' from previous years. Unit 6 introduces'should' and'shouldn't' as the key modal verbs for giving health advice . Understanding 'can' and 'must' makes it easier to grasp the meaning and use of 'should/shouldn't'.

Basic Question Words in Health Contexts

What

' What is the problem?' / ' What hurts?' — identifies the nature of the health issue.

Where

' Where does it hurt?' — locates the pain or discomfort on the body.

How

' How do you feel?' / ' How long have you had this pain?' — assesses the patient's general condition.

When

' When did it start?' — establishes the timeline of a health problem.

These question words are the building blocks of doctor-patient communication. Students already know them from basic English; in Unit 6, they will use them in a specific health and medical context, combining them with the new body vocabulary and health problem expressions.

Prerequisites Quick Self Check

Can you name at least 5 basic body parts in English?

Can you correctly conjugate 'to have' in the present simple (affirmative, negative, question)?

Do you know the difference between simple present and simple past?

Can you use 'can' and 'must' correctly in a sentence?

Do you know how to form questions using What, Where, How, and When?

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