All Texts
Dialogue
Customer Pharmacist

At the Pharmacy

📂 Health 🎭 Getting Help ⏱ 20–55 min
About this text
🎯 Learning objectives
  • Students can ask for help in a pharmacy.
  • Students can describe how they feel using simple words.
  • Students can understand basic health advice.
  • Students can ask and answer questions about a health problem.
  • Students can use polite words like 'please' and 'thank you' in a shop or clinic.
  • Students can change their language to be more polite when they speak to someone they don't know.
💡 Ideas for using this in a lesson
  • Students read the dialogue in pairs, then swap roles.
  • Students underline useful phrases and put them into groups: hello / asking / giving advice / goodbye.
  • Give students a new symptom (cough, stomach pain, cold) and ask them to make a new dialogue.
  • Change one word in the dialogue. For example, change 'headache' to 'cough' and read it again.
  • Half the class are pharmacists and half are customers. They move around the room and practise with different partners.
  • Record students reading the dialogue. Listen back together to check pronunciation.
  • Ask students to learn the dialogue and act it without the paper.
  • Use the vocabulary for a dictation. Then students write their own sentences with the new words.
  • One student acts a symptom without speaking. The other students guess and give advice.
  • Compare the A1 and C2 versions. Discuss how the language changes.
🏷️ Context
Low ResourcePairworkRole PlayWorks AnywhereUseful PhrasesEasy To Adapt
📦 Materials needed
None (paper And Pen Are Enough)
⚠️ Use simple words. Do not give real medical advice. Remind students that this is English practice, not real health advice.
⏱ Duration by level
A1
20 min
A2
25 min
B1
35 min
B2
45 min
C1
50 min
C2
55 min
🎚️ Differentiation tip
For A1 and A2 students, focus on short, simple requests. Put stronger students with weaker students for role-plays. For B1 and B2 students, practise polite phrases like 'Could you' and 'Would you mind'. For C1 and C2 students, look at how English speakers soften their words and show worry without making it sound too big. If a level is too hard, use an easier dialogue but keep the questions.
🌍 Cultural note
Pharmacies are different in every country. In some places, the pharmacist can give a lot of advice. In other places, they only give medicine that a doctor has asked for. Keep the advice simple. Do not use the names of real medicines. You can ask students how pharmacies work in their own country — this is a good speaking activity.
Beginner
Intermediate
Advanced
Duration: 20 min 🎯 Focus: Simple requests; basic symptom vocabulary; present simple; 'have' + noun
Before You Read / Listen
  • Q1Where do you buy medicine?
  • Q2Do you know the word 'pharmacy'?
  • Q3How do you say you feel sick in English?
  • Q4What is a headache?
  • Q5Point to parts of your body: head, stomach, throat, arm.
The Text
Pharmacist Hello. Can I help you?
Customer Yes. I feel sick.
Pharmacist What is the problem?
Customer I have a headache.
Pharmacist You can rest and drink water.
Customer Thank you.
Pharmacist Feel better soon.
Key Vocabulary
headache noun
pain in the head
"I have a headache."
sick adjective
not well; ill
"I feel sick today."
rest verb
to relax; to not work
"You should rest."
water noun
a clear drink
"Drink water."
help verb
to do something for someone
"Can I help you?"
problem noun
something that is wrong
"What is the problem?"
pharmacy noun
a shop for medicine
"I go to the pharmacy."
Questions
Comprehension
  • What is the customer's problem?
    Answer
    The customer has a headache.
  • What does the pharmacist suggest?
    Answer
    The pharmacist says to rest and drink water.
  • How does the customer feel?
    Answer
    The customer feels sick.
  • Who speaks first?
    Answer
    The pharmacist speaks first: 'Hello. Can I help you?'
  • What does the customer say at the end?
    Answer
    The customer says 'Thank you.'
Discussion
  • What simple words describe feeling sick?
    Discussion prompts
    Possible ideas: sick, tired, hot, headache, stomach ache, cough. Help students use 'I feel…' and 'I have a…'. Accept any simple word.
  • What can you buy in a pharmacy?
    Discussion prompts
    Common answers: medicine, soap, shampoo, tissues, plasters, vitamins. This opens a chance to teach basic shop vocabulary.
  • What is good for a headache?
    Discussion prompts
    Common answers: rest, water, sleep, quiet room, tea, a dark room. Accept any simple, safe idea. Avoid specific medicine names.
Personal
  • Do you go to a pharmacy often?
    Teacher guidance
    Students' own experience. Common answers: 'yes, sometimes', 'no, not often', 'when I'm sick'. Help students with 'I go to the pharmacy when…'.
  • When did you last feel sick?
    Teacher guidance
    Students' own experience. Common answers: 'last week', 'two days ago', 'I had a cold'. Help with simple past ('I was sick', 'I had a headache'). Accept any honest answer.
Writing Task
Prompt
Write 4 sentences. Say what your problem is and what helps you.
Model Answer

I have a headache. I feel tired. I drink water. I rest in bed.

Activities
  • Read the dialogue in pairs. Then swap roles.
  • Act a symptom without speaking. Your partner guesses (headache, stomach ache, cold).
  • The teacher points to a body part. Students say the word.
  • Match the word to the picture (head, stomach, throat). If you have no pictures, draw them.
  • The teacher says 'I have a ______'. Students finish the sentence with a symptom.
  • Memory game: the first student says 'I have a headache.' The next says 'I have a headache and a cough.' Continue round the class.
Duration: 25 min 🎯 Focus: Polite requests; describing symptoms in more detail; present perfect for duration; 'since' and 'for'
Before You Read / Listen
  • Q1How do you ask for help politely?
  • Q2What symptoms do you know in English?
  • Q3How do you describe pain — strong, small, sharp?
  • Q4What is the difference between a cough and a cold?
  • Q5What do you say when someone feels sick?
  • Q6Have you ever asked for advice in a shop?
The Text
Pharmacist Good morning. How can I help you today?
Customer I have a sore throat and a small cough.
Pharmacist How long have you had it?
Customer Since yesterday.
Pharmacist Do you have a fever?
Customer No, I don't think so.
Pharmacist Try warm drinks and rest. If it gets worse, come back.
Customer Okay. Thank you very much.
Pharmacist You're welcome. Take care.
Key Vocabulary
sore adjective
painful
"I have a sore throat."
cough noun
to push air from your lungs noisily
"I have a cough."
warm adjective
not hot and not cold
"Drink warm tea."
fever noun
a high body temperature
"I have a fever."
since preposition
from a point in the past until now
"I've had it since yesterday."
take care phrase
a polite way to say goodbye
"Take care and feel better."
get worse phrase
to become more serious or uncomfortable
"If it gets worse, come back."
come back phrase
to return to a place
"Come back tomorrow."
Questions
Comprehension
  • What symptoms does the customer have?
    Answer
    The customer has a sore throat and a small cough.
  • How long has the customer been sick?
    Answer
    The customer has been sick since yesterday (about one day).
  • Does the customer have a fever?
    Answer
    No, the customer doesn't think so.
  • What does the pharmacist suggest?
    Answer
    The pharmacist suggests warm drinks and rest.
  • What does the pharmacist say the customer should do if it gets worse?
    Answer
    The customer should come back if it gets worse.
Discussion
  • What polite phrases can you use in a pharmacy?
    Discussion prompts
    Common polite phrases: 'Please', 'Thank you', 'Excuse me', 'Could you help me?', 'Thank you very much', 'Have a nice day'. Help students notice the polite phrases already in the dialogue.
  • What helps when you have a cold?
    Discussion prompts
    Common answers: rest, warm drinks, hot tea with honey, water, sleep, soup, staying warm, vitamin C. Accept any simple, safe idea.
  • Why does the pharmacist ask about a fever?
    Discussion prompts
    Prompts: a fever means the problem may be more serious; fever can be a sign of infection; the pharmacist wants to know if the customer should see a doctor instead. Students can share what they know about fever.
Personal
  • Describe a time you felt sick.
    Teacher guidance
    Students' own experience. Common answers: 'Last month I had a cold for a week', 'I felt sick after a long flight'. Help with simple past tense and basic symptom words.
  • What do you usually do when you have a cough?
    Teacher guidance
    Students' own experience. Common answers: 'I drink warm water', 'I stay at home', 'I sleep more', 'I take a hot drink with lemon'. Accept any personal answer.
Writing Task
Prompt
Write a short paragraph (4–6 sentences) describing a time you were sick. Say what the problem was, how long it lasted, and what helped.
Model Answer

Last week I had a sore throat and a small cough. It started on Monday. I felt tired and I could not talk for long. I stayed at home and drank warm tea with honey. I also rested in bed. After three days I felt much better.

Activities
  • Read the dialogue in pairs. One student is the pharmacist, one is the customer with a new symptom.
  • Find the polite phrases in the dialogue. Underline them (for example: 'Good morning', 'How can I help you', 'Thank you very much').
  • Change 'sore throat' to 'headache', 'stomach ache', 'cold' or 'cough'. Read the dialogue again with the new word.
  • The teacher says 'I have had a cough...'. Students finish with 'for two days' or 'since Monday'.
  • Students take turns as the pharmacist. The pharmacist must ask three questions before giving advice.
  • Students write a short dialogue (6–8 lines) and act it for the class.
  • One student draws a symptom. The others guess the word.
Duration: 35 min 🎯 Focus: Explaining symptoms in detail; describing duration and frequency; causes and effects; asking for clarification
Before You Read / Listen
  • Q1How do you explain symptoms clearly in English?
  • Q2What questions might a pharmacist ask you?
  • Q3How do you describe how long something has been happening?
  • Q4What's the difference between 'pain', 'ache' and 'sore'?
  • Q5When is it important to see a doctor, not just a pharmacist?
  • Q6What advice would you give a friend who has a stomach ache?
The Text
Pharmacist Hi there. What seems to be the problem?
Customer I've had stomach pain for two days.
Pharmacist Is it constant, or does it come and go?
Customer It comes and goes. It gets worse after I eat.
Pharmacist Have you changed anything in your diet recently?
Customer I tried some new food at the weekend.
Pharmacist That might be the reason. Try eating simple foods — rice, toast, bananas — and drink plenty of water.
Customer For how long?
Pharmacist For a day or two. If it continues, come back and we can talk about other options.
Customer Thanks, I'll try that.
Key Vocabulary
stomach noun
the part of the body where food goes after eating
"My stomach hurts."
simple foods noun phrase
plain foods that are easy to digest
"Try simple foods like rice."
continue verb
to keep happening
"If the pain continues, come back."
constant adjective
happening all the time without stopping
"Is the pain constant?"
come and go phrase
to happen sometimes but not all the time
"The pain comes and goes."
diet noun
the food that you usually eat
"Have you changed your diet?"
digest verb
to break down food in the body
"Rice is easy to digest."
plenty of phrase
a lot of
"Drink plenty of water."
Questions
Comprehension
  • How long has the customer had stomach pain?
    Answer
    The customer has had stomach pain for two days.
  • Is the pain constant or does it come and go?
    Answer
    It comes and goes — it is not constant.
  • What makes the pain worse?
    Answer
    Eating makes it worse.
  • What does the pharmacist think caused the problem?
    Answer
    The pharmacist thinks it might be caused by the new food the customer tried at the weekend — a change in diet.
  • What foods does the pharmacist recommend?
    Answer
    Simple foods: rice, toast, and bananas. Plus plenty of water.
  • What should the customer do if the pain doesn't stop?
    Answer
    If the pain continues, the customer should come back so they can talk about other options.
Discussion
  • How do you describe pain clearly in English?
    Discussion prompts
    Prompts for discussion: use body parts (stomach, head, back); use intensity words (strong, mild, sharp); use timing words (constant, comes and goes, since); use what makes it better or worse (after eating, at night). A chance to build a bank of descriptive phrases.
  • What questions help a pharmacist understand a problem?
    Discussion prompts
    Good questions include: 'How long have you had it?', 'Is it constant or does it come and go?', 'What makes it worse?', 'Has anything changed in your diet/routine?', 'Do you have any other symptoms?'. These questions help the pharmacist find the cause.
  • Why is it useful to describe when a symptom is worse?
    Discussion prompts
    Possible ideas: it helps the pharmacist understand the cause (e.g., pain after eating suggests something food-related); timing is an important clue in medicine; it helps separate serious from mild problems. Encourage students to give examples.
Personal
  • Describe a time you had stomach pain.
    Teacher guidance
    Students' own experience. Common answers: 'I had stomach pain after eating seafood', 'It was really bad for one night'. Help with 'I had… for X days' and cause-and-effect language ('after eating', 'because of').
  • Do you trust pharmacist advice, or do you always go to a doctor? Why?
    Teacher guidance
    Students' own views. Common answers: 'I trust pharmacists for small things', 'I always go to the doctor, just to be safe', 'It depends on the problem'. Accept all honest answers — good chance to practise giving reasons with 'because'.
Writing Task
Prompt
Write a paragraph (80–120 words) explaining a health problem you had. Say when it started, how it felt, what you thought caused it, and what helped.
Model Answer

A few months ago I had stomach pain for about three days. It started on a Saturday evening, a few hours after I ate dinner at a new restaurant. The pain came and went, but it was always worse after meals. I thought the food might have been the cause, so I decided to eat very simple meals for a couple of days — mostly rice, toast and bananas. I also drank a lot of water and rested whenever I could. After two days I felt much better, and by the end of the week the pain had completely gone.

Activities
  • Longer role-play: in pairs, make a 10-line pharmacy dialogue. The pharmacist must ask at least three questions to learn more.
  • Describe and guess: one student describes a symptom without saying the name. The other student guesses.
  • Question list: in small groups, write 10 useful questions a pharmacist might ask. Share with the class.
  • Match the cause and the result: give students pairs like 'I ate strange food' and 'I had stomach pain'. Students match them.
  • Symptom timeline: students draw a line and mark when the symptom started, when it was worst, and when it ended. Then they tell a partner.
  • Advice circle: one student says a symptom. The next student gives one piece of advice, then says a new symptom. Continue round the class.
  • Compare two dialogues: students read the A2 and B1 dialogues. They write three ways the B1 dialogue has more detail.
Duration: 45 min 🎯 Focus: Clarifying symptoms; expressing concerns; hedging; describing triggers and patterns
Before You Read / Listen
  • Q1How do you explain symptoms naturally in English?
  • Q2How do you show concern about your health politely?
  • Q3What questions help clarify a problem?
  • Q4How do you talk about something that happens 'sometimes, not always'?
  • Q5What's the difference between a symptom and a condition?
  • Q6How would you describe pain that isn't constant — what phrases help?
The Text
Pharmacist Come on in. Tell me what's been going on.
Customer I've been feeling dizzy on and off for a few days, and I'm not sure what's causing it.
Pharmacist Can you describe what you mean by dizzy — is it the room spinning, or more of a light-headed feeling?
Customer More light-headed, especially when I stand up quickly.
Pharmacist Does anything else trigger it? Hot rooms, skipping meals, dehydration?
Customer Now you mention it, I haven't been drinking much water lately. And I've been skipping breakfast.
Pharmacist That could easily be the cause. Try drinking more water throughout the day, eating regular meals, and standing up slowly for the next few days.
Customer Should I be worried if it doesn't improve?
Pharmacist If it persists beyond a week, or if you feel faint or confused, then yes — come back, or see your GP.
Customer That's reassuring, thanks. I'll make those changes and see how it goes.
Key Vocabulary
dizzy adjective
feeling like you might fall or that things are moving around you
"I feel dizzy when I stand up."
trigger verb
to cause something to happen (often suddenly)
"Standing up quickly triggers the feeling."
on and off phrase
sometimes but not continuously
"I've had the pain on and off for a week."
light-headed adjective
feeling as if you might faint; not fully steady
"I felt light-headed after standing up."
dehydration noun
not having enough water in the body
"Dehydration can cause headaches."
skip (a meal) verb
to not eat a meal that you usually eat
"I've been skipping breakfast."
persist verb
to continue to happen over time
"If the symptom persists, see a doctor."
reassuring adjective
making you feel less worried
"That's a reassuring answer, thanks."
Questions
Comprehension
  • What symptom does the customer have?
    Answer
    The customer has been feeling dizzy on and off for a few days.
  • How does the pharmacist get the customer to be more specific?
    Answer
    By asking the customer to be more specific: 'Is it the room spinning, or more of a light-headed feeling?' — offering two options to choose between.
  • What triggers the dizziness?
    Answer
    Standing up quickly triggers the dizziness.
  • What two habits does the customer admit to?
    Answer
    The customer admits to not drinking much water and skipping breakfast.
  • What three pieces of advice does the pharmacist give?
    Answer
    Drink more water throughout the day; eat regular meals; stand up slowly for the next few days.
  • When should the customer come back or see a doctor?
    Answer
    If it persists beyond a week, or if the customer feels faint or confused, they should come back or see their GP.
Inference
  • Why does the pharmacist ask if it's 'the room spinning or more light-headed'?
    Suggested interpretation
    The pharmacist asks because 'dizzy' can mean two different things medically — vertigo (room spinning) or light-headedness (faintness) — and they have different causes. Giving the customer two specific options is easier than asking 'what kind of dizzy?'.
  • Why does the customer say the answer is 'reassuring'?
    Suggested interpretation
    The customer calls it 'reassuring' because the pharmacist has given clear advice, identified likely simple causes (water, meals), and said when to worry — so the customer knows what to do and doesn't feel dismissed or alarmed.
Discussion
  • How do you explain a problem clearly when you're not sure what's wrong?
    Discussion prompts
    Possible ideas to explore: use comparisons ('it's like when…'); give timing information ('it's worse in the morning'); describe what it isn't ('not painful, just uncomfortable'); be honest about uncertainty ('I'm not sure how to describe it'). Students can practise hedging and approximation.
  • How do you show concern politely without sounding dramatic?
    Discussion prompts
    Prompts: use hedging ('a bit worried', 'just to check'); ask rather than demand ('should I be worried?'); describe symptoms without assumptions; thank the professional for their time. The customer's 'Should I be worried if it doesn't improve?' is a good example.
  • When should someone go straight to a doctor instead of a pharmacist?
    Discussion prompts
    Ideas for discussion: for serious symptoms (chest pain, severe injury, fever with rash); for prescription medication; for mental health concerns; for anything that feels wrong and doesn't improve. Pharmacists are for advice and minor issues; doctors for diagnosis and prescriptions.
Personal
  • Describe a time you felt dizzy or unwell and weren't sure why.
    Teacher guidance
    Students' own experience. Common answers: 'I felt dizzy after a long flight', 'I had a bad cold last year and felt faint'. Listen for past continuous ('I was feeling…') and cause-effect language. A good chance to practise descriptive vocabulary.
  • Do you tend to ignore small health problems or act on them quickly?
    Teacher guidance
    Students' own views. Accept both answers honestly — 'I usually ignore things and hope they pass' is a common, valid answer; so is 'I go to the pharmacy at the first sign'. Useful follow-up: 'Why? Is that always a good idea?'
Writing Task
Prompt
Write an email (120–180 words) to a friend describing a recent health problem. Explain when it started, what triggered it, what advice you received, and how you feel about it now.
Model Answer

Hi Sam,

Hope you're doing well. I wanted to tell you about something that's been going on with me. For the past week or so, I've been feeling dizzy on and off — especially when I stand up too quickly. At first I thought it was nothing, but after a few days I decided to go to the pharmacy to check.

The pharmacist was really helpful. She asked me some good questions and worked out that I probably wasn't drinking enough water, and that skipping breakfast wasn't helping either. She suggested drinking more throughout the day, eating regularly, and standing up slowly.

I've been following her advice for a few days now, and I already feel a lot better. She did say that if it got worse or didn't improve in a week, I should see my GP, but I don't think that'll be necessary. It was reassuring to get some clear advice.

Speak soon,
Alex

Activities
  • Role-play with clarification: one student is a customer who is not clear. The pharmacist must ask at least four questions before giving advice.
  • Make it softer: take 5 direct sentences ('You drink too little water') and rewrite them in a softer, more polite way ('You might not be drinking enough water').
  • Who to see? Students read three short stories and decide if each person needs a pharmacist, a GP, or hospital.
  • How worried? Put six phrases in order from 'not worried' to 'very worried' (for example: 'It's probably nothing' to 'I'm really concerned'). Discuss when to use each one.
  • Rephrase game: in the role-play, if the customer doesn't understand a question, the pharmacist must say it in a different way (not repeat it).
  • Pattern practice: students describe a symptom using phrases like 'on and off', 'worse when', 'better if'.
  • Compare dialogues: students compare the A2 and B2 dialogues. They list five ways the B2 language is more natural and more polite.
Duration: 50 min 🎯 Focus: Nuanced explanations; hedging and uncertainty; natural tone; expressing concern without exaggeration; reporting vague symptoms
Before You Read / Listen
  • Q1How do native English speakers describe symptoms they can't quite put their finger on?
  • Q2How do you express uncertainty without sounding unclear or evasive?
  • Q3How do you describe changes in your body when there isn't a single, obvious problem?
  • Q4What's the difference between 'I feel ill' and 'I don't feel quite right'?
  • Q5Why do people often downplay symptoms when talking to healthcare professionals?
  • Q6What role does stress play in how we interpret physical sensations?
  • Q7How would you convince a friend who's been feeling 'off' to see a doctor?
The Text
Pharmacist You mentioned feeling a bit unwell — can you tell me a little more about what you've been experiencing?
Customer It's a bit hard to explain, actually. I don't feel sick exactly, but I've had low energy and a kind of heavy feeling in my head for a few days.
Pharmacist Heavy in what sense — like pressure, like a dull ache, or something else?
Customer More like pressure, I suppose. It's not painful, just… there.
Pharmacist And when did you first notice it?
Customer Maybe four or five days ago. It's not constant, but it's distracting — I find it hard to concentrate at work.
Pharmacist Has anything changed in your routine lately? Sleep, diet, stress levels?
Customer Now you mention it, I've been quite stressed about a deadline, and I haven't been sleeping properly for about a week.
Pharmacist That's almost certainly a factor. The body often shows stress before the mind catches up with it.
Customer That makes sense. Is there anything I can take?
Pharmacist I'd start with the basics before reaching for anything — proper sleep, regular meals, some time outdoors, and try to cut back on caffeine if you can. Give it a week, and if the feeling is still there, or if it changes in any way, pop back and we'll look at other options.
Key Vocabulary
heavy feeling phrase
a sensation of pressure or dullness, without clear pain
"I've had a heavy feeling in my head."
distracting adjective
drawing attention away from what you're trying to focus on
"The feeling is distracting at work."
routine noun
your usual daily pattern of activities
"Has anything changed in your routine?"
a factor noun
one of several things that contribute to a situation
"Stress is almost certainly a factor."
pop back phrase
(informal) to return briefly
"Pop back if it doesn't improve."
cut back on phrase verb
to reduce the amount of something you consume
"Try to cut back on caffeine."
I suppose phrase
used to express a tentative agreement or a guess
"More like pressure, I suppose."
almost certainly phrase
very likely; a strong probability
"That's almost certainly a factor."
reach for (medicine) phrase verb
to decide to take medicine, often as a first response
"Before reaching for anything…"
not quite right phrase
slightly unwell, but in a way that's hard to define
"I don't feel quite right."
Questions
Comprehension
  • How does the customer describe the feeling in their head?
    Answer
    As a heavy feeling — more like pressure than pain. Not painful, 'just… there'.
  • When did the customer first notice the symptoms?
    Answer
    Four or five days ago.
  • Why are the symptoms distracting?
    Answer
    The customer finds it hard to concentrate at work because of the symptoms.
  • What two lifestyle factors does the customer mention?
    Answer
    Being stressed about a deadline, and not sleeping properly for about a week.
  • What does the pharmacist say about stress and the body?
    Answer
    The pharmacist says 'the body often shows stress before the mind catches up with it' — meaning physical symptoms often appear before we consciously realise how stressed we are.
  • What five specific things does the pharmacist recommend?
    Answer
    Proper sleep; regular meals; some time outdoors; cutting back on caffeine; and giving it a week before trying anything stronger.
Inference
  • Why does the pharmacist ask about sleep, diet and stress before recommending anything?
    Suggested interpretation
    To find possible lifestyle causes before reaching for medicine. Many vague symptoms (low energy, 'heavy head') are caused by stress, sleep problems or diet — so asking first saves the customer from unnecessary medication and addresses the root cause.
  • What does 'pop back' tell you about the pharmacist's tone?
    Suggested interpretation
    'Pop back' is informal and warm — it suggests the pharmacist sees the customer as a regular visitor, not a patient with a serious problem. The tone is relaxed, conversational, and non-alarming.
  • Why does the pharmacist say 'before reaching for anything'?
    Suggested interpretation
    The phrase signals that medicine should not be the first option — the pharmacist is a health professional who believes in lifestyle interventions first. It also reassures the customer that they don't need to worry yet.
Vocabulary
  • Find three hedging phrases in the dialogue ('I suppose', 'maybe', etc.). Why are they used?
    Answer
    Examples: 'It's a bit hard to explain', 'I don't feel sick exactly', 'a kind of heavy feeling', 'I suppose', 'maybe four or five days ago'. Hedging is used because the customer is uncertain about their own symptoms; it makes the conversation exploratory rather than definite; it also shows the customer doesn't want to overstate the problem. A natural, polite register for describing vague physical sensations.
Discussion
  • How do people describe vague or unclear symptoms in your first language? Is it similar to English?
    Discussion prompts
    Prompts: many languages have their own idioms for vague discomfort ('I don't feel well', 'I'm not quite right', 'I'm a bit off'); some languages are more direct and specific; in some cultures people describe exact body parts more, in others more emotional descriptions. A chance for students to compare their first language with English.
  • Why might someone downplay their symptoms when talking to a healthcare professional?
    Discussion prompts
    Ideas to explore: fear of wasting the professional's time; cultural pressure not to 'make a fuss'; uncertainty about whether the symptom is real enough; worry about being seen as over-anxious; not wanting to receive a serious diagnosis. Good opportunity to discuss cultural differences.
  • What's the relationship between stress and physical health? Do you think it's taken seriously enough?
    Discussion prompts
    Angles to explore: stress causes real physical symptoms (headaches, tension, digestive issues, sleep problems); Western medicine has traditionally separated physical and mental health; attitudes are changing but slowly; some cultures have always recognised this connection. Ask students what their culture believes.
Personal
  • Describe a time stress affected your body in a noticeable way.
    Teacher guidance
    Students' own experience. Common answers: 'I get headaches before exams', 'I couldn't sleep for weeks when I changed jobs', 'I lost my appetite during a difficult time'. A natural chance to practise past simple + past continuous. Accept all honest answers.
  • Do you tend to seek help quickly, or wait and see? Why?
    Teacher guidance
    Students' own views. Common responses: 'I wait and see because I don't want to worry about small things', 'I act quickly because I had a bad experience once'. Accept all. Follow-up: 'Has that approach ever caused you problems?'
Writing Task
Prompt
Write a reflective piece (200–250 words) about a time you experienced a vague or difficult-to-describe health issue. Explore how you tried to make sense of it, what you thought was causing it, and what you eventually did about it. Use hedging language where appropriate.
Model Answer

A couple of years ago, I went through a period of feeling oddly unwell, though it was difficult to put my finger on exactly what was wrong. I wasn't ill, as such — there was no fever, no obvious pain — but I had a persistent low-level fatigue and a kind of pressure behind my eyes that wouldn't quite lift. It lingered for about two weeks before I finally admitted to myself that I ought to do something about it.

Looking back, I think I resisted seeking help partly because the symptoms felt too vague to justify a visit — what was I going to say, that I didn't feel quite right? When I did eventually mention it to a pharmacist, she asked me a few questions I hadn't thought to ask myself. Had I been sleeping properly? Was I drinking enough water? Had anything changed at work? The answers, honestly, weren't flattering: I'd been working long hours, barely stepping outside, and surviving on coffee.

Her advice was unglamorous but, in hindsight, exactly right — sleep more, drink water, get some daylight. Within a week of taking it seriously, I felt noticeably better. It taught me that not every health issue announces itself clearly, and that sometimes the answer is less about treatment than about paying attention.

Activities
  • Role-play with unclear symptoms: one student is a customer whose symptoms are not clear. The pharmacist must ask open questions to find out more.
  • Softer words: take five direct sentences ('You need more sleep') and rewrite each one in three softer ways.
  • Tone check: in pairs, students go through the dialogue and mark where the pharmacist sounds formal, informal, kind, or direct.
  • Body and stress: in small groups, students talk about three physical problems often linked to stress, and when they would see a doctor for them.
  • Say it again: one student describes a symptom. The other must say it back in their own words ('So what you're saying is…') before giving advice.
  • Compare cultures: students talk about how health conversations are different in other cultures they know — how formal, how direct, what kind of advice is expected.
  • Close the book: one student reads the dialogue aloud. The other listens and then gives a 30-second summary.
  • Find the soft words: mark all the filler words and soft phrases ('actually', 'I suppose', 'now you mention it') and say what each one adds.
Duration: 55 min 🎯 Focus: Pragmatic nuance; emotional register; indirectness and face-saving; meta-communication (talking about how you're communicating)
Before You Read / Listen
  • Q1How do people in English-speaking cultures talk about health worries without seeming dramatic or demanding?
  • Q2What's the function of phrases like 'I don't want to make a fuss, but…'?
  • Q3How do you explain something you don't fully understand yourself?
  • Q4Why do people sometimes apologise for asking health-related questions?
  • Q5What does it mean to 'listen between the lines' in a conversation about health?
  • Q6How does anxiety about a symptom change the way we describe it?
  • Q7In what situations is it appropriate — or inappropriate — to admit you're not sure if your concern is justified?
The Text
Pharmacist So, when you say you're concerned, do you mean the feeling itself or the worry about the feeling?
Customer Honestly? Both, I think. The feeling isn't particularly strong, but it's unusual for me, and I keep catching myself wondering whether I'm overreacting — which, of course, only makes it worse.
Pharmacist That's a very common cycle. The worry about the symptom often becomes its own symptom. When did you first notice something was off?
Customer About three days ago. It started as a sort of light pressure — nothing I'd normally think twice about — but by yesterday it had become more noticeable, and I realised I'd been low-key aware of it all day.
Pharmacist And has anything helped, even temporarily?
Customer Warm drinks, oddly enough. And distraction. But the worry doesn't really go away, even when the feeling does.
Pharmacist That's useful information, actually. It suggests the physical side is relatively mild and responsive, but the anxiety has picked up a life of its own. For now, I'd focus on what you can control — rest, hydration, gentle routines, and perhaps stepping away from anything that's been winding you up. If the physical symptoms change character or intensify, do come back, but I wouldn't rush to anything stronger at this stage.
Customer Thank you. I suppose I just wanted to check that it wasn't something I was being foolish to ignore.
Pharmacist Not foolish at all. It's always reasonable to check when something feels different — and it's often the people who worry about 'making a fuss' who'd benefit most from asking.
Key Vocabulary
overreact verb
to respond to something more strongly than the situation warrants
"I wonder if I'm overreacting."
pressure noun
a sensation of weight or firm contact, often without pain
"Light pressure in my head."
noticeable adjective
easy to perceive or become aware of
"It became more noticeable yesterday."
low-key (aware of) adverb (informal)
quietly or subtly aware, without giving it full attention
"I'd been low-key aware of it all day."
pick up a life of its own idiom
(idiom) to develop and grow beyond the original situation, often uncontrollably
"The anxiety has picked up a life of its own."
wind (someone) up phrase verb
to make someone increasingly anxious, annoyed or tense
"Stepping away from what's been winding you up."
make a fuss phrase
to draw attention to a problem in a way that seems excessive
"People who worry about making a fuss."
not think twice about phrase
to treat something as unimportant and not worry about it
"Nothing I'd normally think twice about."
responsive (to something) adjective
reacting positively; getting better when treated
"The symptoms are responsive to warm drinks."
at this stage phrase
at this point in time, with the current information
"I wouldn't rush to anything stronger at this stage."
catch yourself (doing something) phrase
to suddenly notice you are doing something
"I keep catching myself wondering if I'm overreacting."
even temporarily phrase
even for a short time; used to broaden a question
"Has anything helped, even temporarily?"
Questions
Comprehension
  • What two things is the customer worried about?
    Answer
    The physical feeling itself, and the worry about that feeling — honestly, both.
  • How did the symptoms develop over the three days?
    Answer
    It started three days ago as light pressure (nothing the customer would normally notice); by yesterday it had become more noticeable, and the customer realised they'd been 'low-key aware' of it all day.
  • What has helped the customer, even temporarily?
    Answer
    Warm drinks and distraction have helped temporarily — though the worry doesn't go away even when the feeling does.
  • How does the pharmacist distinguish between the physical symptom and the worry?
    Answer
    The pharmacist separates them explicitly: 'the physical side is relatively mild and responsive, but the anxiety has picked up a life of its own.' They treat the two as different issues requiring different approaches.
  • What does the pharmacist recommend at this stage — and what not?
    Answer
    Recommends: rest, hydration, gentle routines, stepping away from things that are stressful. Does NOT recommend anything stronger at this stage — says to come back if symptoms change or intensify.
  • Why does the customer apologise, in effect, at the end?
    Answer
    The customer feels they may be being foolish, making a fuss, or bothering the pharmacist with a small thing. 'I just wanted to check that it wasn't something I was being foolish to ignore.'
Inference
  • What does the pharmacist mean by 'the worry about the symptom often becomes its own symptom'?
    Suggested interpretation
    The pharmacist means: once you start worrying about a physical sensation, the worry itself produces physical symptoms (muscle tension, tight chest, racing mind). So the original mild sensation is made worse — or prolonged — by the anxiety about it. The body can't easily tell the difference between the original problem and the worry.
  • Why does the customer describe the pressure as 'nothing I'd normally think twice about'?
    Suggested interpretation
    The phrase signals that the physical feeling was initially minor — something the customer would normally ignore. It reveals how the feeling has escalated in significance, not because the physical symptom changed much, but because the customer started paying attention to it and worrying.
  • Why does the pharmacist say 'it's often the people who worry about making a fuss who'd benefit most from asking'?
    Suggested interpretation
    The pharmacist means that people who are anxious about being a bother are often the ones suffering in silence from legitimate concerns. The phrase validates the customer without dismissing them. It also gently pushes back against the cultural pressure to 'not make a fuss' — suggesting that culture harms the very people who most need help.
  • What does the pharmacist's use of 'oddly enough' and 'actually' suggest about the register of the conversation?
    Suggested interpretation
    These informal markers ('oddly enough', 'actually') lower the register — they make the pharmacist sound more like a thoughtful friend and less like a clinical authority. They also suggest the pharmacist is thinking aloud and responding to what the customer just said, rather than delivering pre-prepared advice. The register is collaborative and conversational.
Vocabulary
  • Explain the idiom 'pick up a life of its own' in your own words. Give an example from everyday life.
    Answer
    'Pick up a life of its own' means something small or contained that grows on its own, becoming bigger than it should. Example: a rumour at work starts with one comment and spreads until everyone is talking about it; or a small worry you mention to one friend becomes a family-wide concern by the next week.
  • The customer uses hedging frequently — identify four examples and explain what each one achieves.
    Answer
    Examples: 'Honestly? Both, I think'; 'a sort of light pressure'; 'nothing I'd normally think twice about'; 'I suppose I just wanted to check'. What each achieves: hedging signals uncertainty (the customer doesn't fully trust their own perception); it shows politeness (not demanding); it softens claims (no exaggeration); and it performs emotional vulnerability (not pretending to be certain or brave). A useful cluster of functions packed into small phrases.
Discussion
  • How do people in your culture balance not making a fuss with taking their health seriously? Is there a cultural tension there?
    Discussion prompts
    Angles to explore: many cultures value stoicism — not complaining is seen as strong; others are more expressive about discomfort; British culture has a specific 'don't make a fuss' norm that can discourage legitimate care-seeking; in some cultures it is normal to discuss health openly, in others it is private. Often the tension is strongest where stoicism meets modern healthcare. A rich discussion topic.
  • To what extent should healthcare workers address the emotional side of symptoms, not just the physical?
    Discussion prompts
    For: symptoms are inseparable from emotional context; stress amplifies physical feelings; ignoring the emotional side can miss the real cause; patient wellbeing is holistic. Against: healthcare workers aren't therapists; they may not be trained for this; it could pathologise normal worry; it takes time they don't have. Ideally, they should acknowledge emotional distress and refer if needed.
  • How has the internet changed the way people talk about unclear symptoms?
    Discussion prompts
    Possible angles: Google searches turn every minor symptom into a possible serious disease ('cyberchondria'); social media spreads health misinformation; online communities can provide real support for those with rare conditions; it has democratised knowledge but also created anxiety; people now come to doctors already half-diagnosed, which changes the conversation. Rich territory for discussion.
  • Is hedging a sign of politeness, anxiety, honesty, or something else? Can it be all of these at once?
    Discussion prompts
    Yes, it can be all of these. Politeness: softens claims, avoids imposing. Anxiety: reveals uncertainty about one's own experience. Honesty: acknowledges genuine epistemic limits — the speaker really doesn't know for sure. It can also be strategic — creating space for the listener to contradict or reassure. The best conversations often contain several of these at once.
Personal
  • Describe a time you were unsure whether a health concern was worth raising. How did you decide?
    Teacher guidance
    Students' own experience. Common answers: 'I had a persistent headache and couldn't decide if it was serious'; 'I had a lump and put off going for weeks'. Listen for the decision-making process — what tipped them one way or the other? This is where the interesting language is (conditionals, retrospective evaluation, hedging).
  • Do you ever 'low-key notice' things about your health and ignore them? What happens?
    Teacher guidance
    Students' own experience. Common answers: 'Yes — I had back pain for months before doing anything', 'I noticed my sleep was bad but kept telling myself it was fine'. Follow-up: what made you finally act, or did you? The phrase 'low-key notice' is itself worth practising. Accept all honest responses.
Writing Task
Prompt
Write a 300–400 word opinion piece or personal essay exploring the tension between 'not wanting to make a fuss' and taking one's health seriously. Draw on personal experience, cultural observation, or both. Demonstrate a range of hedging, natural idiom, and pragmatic control.
Model Answer

Most of us, at some point, have caught ourselves downplaying a symptom — brushing off a persistent headache, ignoring a strange twinge, telling ourselves we're probably just tired. There's a particular kind of reluctance, I think, that runs through a lot of cultures, though it takes different shapes: the dread of 'making a fuss', of wasting someone else's time, of being the person who worries unnecessarily. And yet, paradoxically, it is often precisely these people — the quiet, stoic ones — who could do with a bit more fuss-making, not less.

Part of the difficulty is that many symptoms simply don't announce themselves clearly. They arrive as a vague heaviness, a feeling of being 'not quite right', a sense that something's slightly off but nothing you could point to on a diagram. In that grey zone, admitting concern can feel embarrassingly premature. What exactly would you even say? 'I'm not ill, but I don't feel well'? The language itself seems to betray us, offering only blunt categories for what is often a much subtler experience.

There is also, I suspect, a social dimension. To ask for reassurance is to admit uncertainty, and uncertainty, in many professional and family contexts, is still coded as weakness. We would rather soldier on than risk looking dramatic — and so symptoms that ought to have been raised in week one are raised, reluctantly, in month three, by which time they have, as one pharmacist memorably put it to me, 'picked up a life of their own.'

I've come to believe that there is a gentler middle ground. It isn't about rushing to a doctor at every twinge, but about taking our own observations seriously enough to voice them — even tentatively. The act of articulating a worry, to a pharmacist, a GP, or even an honest friend, often halves it. The real fuss, it turns out, isn't in asking the question. It's in the weeks of quiet overthinking we save ourselves by doing so.

Activities
  • Language study: students mark the dialogue and find soft words, polite words, and places where the speakers talk about how they are speaking. What does each word add?
  • Make it direct: students rewrite the customer's lines in simple, direct English. Compare the two versions. What is different?
  • Culture talk: in small groups, students talk about how 'don't make a fuss' is different in cultures they know. Does English help or stop this?
  • Hidden feelings: one student plays a customer who says 'I'm fine' but looks worried. The pharmacist must answer both the words and the feeling.
  • Change the style: students perform the same dialogue in three styles — with a friend, with a professional, and with a very formal doctor. What changes?
  • Rewrite a part: take a section of the C2 dialogue. Students rewrite it as (a) a quick pharmacist, (b) a very worried customer, (c) a very kind pharmacist. Compare.
  • Find the soft phrases: look for every place where the speakers talk about how they are talking ('it's a bit hard to explain', 'I suppose', 'honestly, I think').
  • Class debate: 'Doctors and pharmacists should care about feelings as well as health problems.' The class argues both sides. Each speaker must use three soft phrases.
  • Writing swap: students write the first paragraph of a reflection about a symptom that was hard to describe. They swap with a partner. The partner checks for natural language and soft tone.

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