Understanding Illnesses

Curriculum Area

Subject: English
Level: Year 13 (Key Stage 5)
Curriculum Focus: Speaking, Listening, Reading, and Writing (Aligned to A-Level English Language – effective communication, analysis of medical discourse, and persuasive writing)

Lesson Objective

By the end of the lesson, students will:

• Develop an understanding of medical terminology related to common illnesses.
• Enhance their ability to articulate and discuss health-related topics.
• Analyse the language used by medical professionals and media when discussing illnesses.
• Practise writing persuasively about health topics.

Resources Needed

• Printed articles from NHS and UK newspapers about common illnesses.
• Audio recordings of doctor-patient conversations.
• Whiteboard and markers.
• A set of scenario cards for role-play activities.
• Laptops/tablets (if accessible).

Lesson Breakdown

Starter Activity (10 mins) - Discussion & Brainstorming

1. Think-Pair-Share: Ask students: “What common illnesses do people in the UK suffer from?”
2. Create a mind map on the whiteboard with student responses (e.g. flu, asthma, diabetes, mental health conditions).
3. Encourage discussion on how society and media portray illnesses – do they sensationalise, normalise, or downplay them?

Main Activity 1 (15 mins) - Analysing Medical Discourse

1. Reading Task: Provide short excerpts from NHS webpages and UK newspapers discussing illnesses.
2. Critical Thinking Challenge: In pairs, students highlight key language choices in these articles. Consider:
   • Use of jargon vs. layman’s terms.
   • The tone and its impact (e.g. reassuring, alarming).
   • Differences between medical texts and media reports.
3. Quickfire discussion: “Why is the way illnesses are described important?”

Main Activity 2 (15 mins) - Role-Play: Doctor-Patient Conversations

1. Hand out role-play scenario cards – e.g., a patient describing symptoms to a doctor or a doctor explaining an illness.
2. Pairs take turns acting out the scenarios, using appropriate language structures.
3. Class reflections: How does tone, structure, and word choice affect a conversation’s clarity?

Main Activity 3 (10 mins) - Persuasive Writing on Health Awareness

1. Students write a short blog post (200-300 words) persuading young adults to be aware of a particular illness (e.g. why flu vaccinations are essential, or how to identify mental health concerns).
2. Encourage students to integrate persuasive techniques (ethos, pathos, logos) and clear arguments.

Plenary (10 mins) - Presentations & Peer Feedback

1. Volunteers present their blog posts to the class.
2. Peer Feedback: Each student gives one strength and one improvement area for another student’s work.
3. Final reflection: How has today’s lesson changed your understanding of illness-related communication?

Homework Task

Students research a historical or emerging health crisis (e.g. the 1918 flu pandemic, COVID-19, antibiotic resistance) and prepare a short summary and analysis for the next lesson.

Assessment Opportunities

• Verbal contributions during discussions.
• Effective use of language in role-play.
• Clarity and persuasion in written tasks.
• Peer feedback engagement.

Differentiation Strategies

• For higher ability students: Encourage them to explore how metaphors and euphemisms shape public understanding of illnesses.
• For lower ability students: Provide structured writing frames to help with persuasive writing.
• For EAL students: Glossary of key medical terms provided in advance.

Teacher Reflection

• Did students use medical terminology effectively?
• How engaged were they in discussions?
• Were their persuasive writing pieces well-structured and clear?

This dynamic lesson ensures that students engage critically with real-world topics while refining their English language skills in a practical and meaningful way.