Mehdy Mehdy

teaching practice 1a
upper-intermediate level


In this lesson students are going to be familiar with vocabulary about health through a reading which is mainly used for their fluency in speaking and also some of the photos both in their books and prepared by the teacher. The reading part is divided into two parts A and B so, they are going to be in two groups. writing down the things they think are good or bad for their health and finally they are to use the new vocabulary in their speaking.


Abc Whiteboard
Abc course book
Abc dictionary
Abc workbook

Main Aims

  • To provide practice of leisure activities in the context of health

Subsidiary Aims

  • To provide scan reading practice using a text about staying healthy in the context of health


warmer (3-5 minutes) • to set lesson context and engage students

By using the pictures of the book on page 18 and the title of the reading on page 19, they guess the content of the article and finally they are given the AVA provided by the teacher to work on what is good for them to do and what is bad both psychologically and physically.

Presentation (5-6 minutes) • To prepare them for the reading part

The board is divided into two parts that is ''Good for you'' and ''Bad for you''. I ask them to give their ideas to complete the list with the ideas in their book being checked as a whole class and finally they should add more ideas on their own and give reasons.

Controlled Practice (8-10 minutes) • to have them read the article and decide on GOOD and BAD ones

Students work in pairs as student A and B to read only their part A or B. They then check the items listed in exercises 1a and b. They read their part again in a 5 minute time to check the questions and tick the correct alternative. In all the procedures they are monitored.

Language Focus (3-5 minutes) • Focusing mainly on vocabulary

Students are going to guess the meaning of bolded vocabulary and use their dictionaries if needed. At this stage the teacher can teach them some more new vocabulary related to the topic.

Freer practice / personalisation (4-6 minutes) • to have them more engaged with the lesson

Students work in pairs with their books closed and talk evenly about the most and the least surprising items they read or learnt.

Personalisation (8-10 minutes) • To have them read the other part of the reading to have a wider discussion with their pair.

In pairs students open their books and read the other part of the reading to answer exercise 4 . At this stage they should use the new vocabulary they learnt and they are checked with the whole class.

Feedback (5-7 minutes) • To find out how much they learnt and if I was successful.

Students go through their workbook to complete exercise 1 page 12, they do it in pairs without referring to their student book and finally they are given the answers.

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