SAMPLE MY BIORHYTHM

Physical Cycle Physical Cycle Physical Cycle

A=50 days ___ A=50 days ___
Mental Cycle 
B=40 days ___ B=40 days ___
C=30 days ___ C=30 days ___
One Cycle
BIORHYTHMS Emotion Cycle
Mental Cycle

A=44 days ___
Mental Cycle
A=44 days ___
B=32 days ___ B=32 days ___
C=20 days ___ C=20 days ___
Emotion Cycle Emotion Cycle
A=36 days ___ A=36 days ___
1 5 10 15 20 25 30 1 5 10 15 20 25 30 1 5 10 15 20 25 30 B=26 days ___ B=26 days ___
June July August C=16 days  ___ C=16 days ___

1 5 10 15 20 25 30 1 5 10 15 20 25 30 1 5 10 15 20 25 30 1 5 10 15 20 25 30

Month:____________ Month:____________ Month:____________ Month:____________

THINGS TO DO That’s OK with me. That’s not OK with me. UPs & DOWNs
Important Agreed upon List of Things A: When should we buy a car? A: When should we buy a car?
way up UP
Cycles date To Do mostly up
B: Let’s buy a car around (early / mid / late) B: Let’s buy a car around (early / mid / late)
P M E July 4th Buy a car July. Is that a good time for you? June. Is that a good time for you?
A: Yes, because I’ll be mostly up mentally, A: No, because I’ll be mostly down mentally slightly up above
P M E Study all night a little bit up normal
way up emotionally but way down and emotionally and way down physically.
P M E Go on vacation physically. How about you? How about (early / mid / late) August? NORMAL
a little bit down below
P M E Have a first date B: That’s OK with me because I’ll be mostly B: That’s not OK with me because I’ll be slightly down normal
up mentally and physically and a little bit mostly down mentally and way down
P M E Ask the boss for a raise up emotionally. What day would be best physically and emotionally. How about
for you? early / mid / late July?
P M E Have a job interview
mostly down
A: About July 4th. A: That’s OK with me. I’ll be way up physically,
P M E Join a 5km marathon
B: OK, me too. mentally and emotionally.
P M E ______________ Other B: Good. What day would be best for you? way down DOWN
For more FUN English Lesson Worksheets Biorhythms- e-Prism Book 10
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 Biorhythms
(e-Prism Book 10 - Lesson #2)

1. Student ability: HB-A

2. Approximate length of lesson: 40+
3. Number of students necessary: 2
4. Recommended age/maturity of students: HS, Uni., Adult
5. Type of lesson: Pair Work

1. Student ability is listed according to: LB-Low Beginner, B-Beginner, HB-high Beginner, LI-Low
Intermediate,
I-Intermediate, HI-High Intermediate, LA-Low advanced, A-Advanced, HA-High Advanced
2. Approximate length of this lesson in minutes (not including set up explanation
3. Number of students. For example, 3+ means three students or more will work well with this lesson, two
students or less will not work as well.
4. Recommended age indicates the preferred maturity level of the students. Grouped by Child = pre-school or
younger, Elem. = Elementary, JHS =Junior High School, HS = High School, Uni. = University, Adult =
beyond university age. JHS+ means any age Junior High School and over.
5. Type of lesson means this lesson is designed to work best with Individuals, Pairs, Groups or Whole class.

*******

Language Target: Working with future tense while discussing biorhythms. Students will need
to compromise to find an appropriate time to do something together.

Setting Up: This lesson involves a great deal of discussion in order for partners to find a day
most suitable to do certain things according to their biorhythmic charts.
On the board, draw a vertical line about 50 cm long. Write the word UP at the top ,
DOWN at the bottom and NORMAL in the middle. Ask one of the students: “How do you
feel today?” If the answer is “Fine,” “Great,” So-so,” etc., press for something more
physically concrete such as “Tired,” “Energetic,” “Strong.” Title this line PHYSICAL
and place a tic mark somewhere on the line corresponding to the student’s feeling (way up,
mostly up, a little bit up, normal, slightly down, etc.).
Draw another vertical line, title it MENTAL and repeat the process, this time coaxing a
student to offer a mental condition such as “Alert,” “Sharp,” or “Confused.” Then draw a
third line, title it EMOTIONAL and coax a student to offer an emotional condition such as
“Depressed,” “Excited,” or “Nervous.”
Draw a fourth vertical line considerably removed from the others and title it TODAY.
Using three colors of chalk, plot the Physical, Mental and Emotional points on the line.
Ask students how they felt yesterday, physically, mentally and emotionally. Draw a line
parallel to the fourth line, title it YESTERDAY and plot the three points according to the three
respective colors. Connect the same colored points; in this way, students will begin to see the
start of a cycle.
Getting Started: Pair the students and hand out one worksheet to each student. Draw
everyone’s attention to the sample Biorhythm at the top; point out the three elements:
Physical, Mental and Emotional. Have the students look at the three cycles and their
respective wave lengths. Point out that this person, Mr. X has a fairly long physical cycle, 40
days, a moderately long mental cycle, 44 days, and a relatively short emotional cycle, 16 days.
(Later, students will decide their own cycle length.)
Next, have students look at the dotted physical cycle line. Ask the students when Mr. X
was feeling most physically fit, or “way up.” They should be able to clearly see that around
June 9th, July 21st and August 29th, Mr. X was most physically “up.” Do the same with his
mental and emotional cycle. If further practice is needed to understand Mr. X’s biorhythm,
ask the students when he was way down, slightly down, a little bit up, etc.
Spend a little time going over cycle length; explain that from top to top, bottom to bottom
or mid point (going down) to mid point (going up) is one cycle.
Next, look at the THINGS TO DO box in the lower left corner. All of these things
require varying degrees of Physical (P), Mental (M) and Emotional (E) stamina. Buying a
new car probably requires more Mental and Emotional stamina than Physical so they are
circled as an example. Have the students, in pairs, discuss which of the three elements they
feel are important to accomplish the tasks.
Then draw students’ attention to the box to the right, “That’s OK with me.” Read
through the dialogue and assist students with vocabulary and meaning when necessary. Go to
the next box, “That’s not OK with me,” and do the same.
Finally, look at the UPs & DOWNs box on the far right. Explain as necessary.

Students begin this pair work by writing in the four months (beginning with this month)
at the bottom of the biorhythm as indicated. Then have them decided how much they fluctuate
physically, mentally and emotionally. In the far upper right corner, they should check the
appropriate line then plot out their own biorhythms according to their cycle length. (Colored
pencils or markers make it much easier to distinguish among the cycles.)
When finished, students discuss the items in the Things To Do list. These items are to
be done together. Using the sample dialogue patterns, the partners compare their biorhythms
to find the best time available to do the various things.

Variation 1: Have students within pairs chart out their partner’s biorhythm. Encourage
students to discuss why they think their partners have long, medium or short cycles. During
the dialogue stage, students will say, “I think you will be ________________ .”

Variation 2: For higher-level ability students, do this lesson as a tri-work with three students
trying to find an acceptable time to do the tasks together. It will be much more difficult and
thus require a higher ability of English.

Variation 3: Print our the Biorhythms (Blank) worksheet and let pairs of students decide on
the tasks they’d like to accomplish. (Biorhythms – Blank)

Do you have a new variation? If so, send it to me and I’ll share it with other EFL ESL
teachers: mailto:Kurt@efl4u.com?Subject=New_Variation_Biorhythms

Building Fluency: Visit any of these “real” biorhythm sites:

http://www.qns.com/html/weborhythm/webop1.html
http://www.facade.com/biorhythm/
http://www.biorhythm.com/english/biorhythm.html

For more FUN English Lesson Worksheets, please visit: http://www.efl4u.com

Biorhythms – e-PRISM Book 10, ©EFL4U.com.