Marlynna Abdul Rahman Marlynna Abdul Rahman

Teaching Practice 1
Upper Intermediate level


The aim of this lesson is to introduce vocabulary about health. Ss will be asked to discuss things that are good and bad for them. Following that, they will read an article entitled 'So you think you know what's good for you?' and they have to complete some questions regarding the article. Ss will then be given an activity where they have to match health-related words to their meaning. Lastly, they will have to complete a health quiz.


Main Aims

  • To introduce vocabulary about health.

Subsidiary Aims

  • To give Ss practice in speaking for fluency


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T will paste a picture of vegetables, a smoker, fast-food, a lady doing yoga and a man drinking coffee on the WB. I will ask the class to guess what is the topic of the lesson. Make sure Ss understand that we will be talking about things that are good and bad for you.

Presentation (2-4 minutes) • To prepare students before reading the article

Write the titles 'Good for you' and 'Bad for you' on the WB (Ex. 1a). T will ask a few students to come up, choose one of pictures form the WB and paste it under one of the two titles. Review answers with WC. Hand out a list of other suggestions from the book (Ex 1b). Check that they understand that some items can go onto both lists. Check answers as a class. Ask if they think of any other and encourage students to give reasons for answers.

Language Focus (2-4 minutes) • Learn new vocabulary about health

Put Ss in pairs and distribute handout. Ask Ss to match the words with their meanings. Encourage Ss to guess the meaning, but if necessary, they can use the dictionaries. Check answers as a class.

Controlled Practice (10-12 minutes) • To practice reading and their understanding about the article

Tell Ss who is student A and who is student B. Ask student A to only read part A, and student B to read part B. And when they are finished, student A to complete questions for part A and student B to complete questions for part B. Ask ICQ's (Instruction check question) to clarify any misunderstanding. Monitor and make sure the Ss are answering correctly, by looking at the ticks.

Free Practice/Personalisation (3-5 minutes) • To provide students with free practice and have more STT

Ask Ss to turn their handouts face down. Have Ss to talk in pairs, then the most/the least surprising can be reported to class. Make sure Ss get equal speaking and talking time Ex. 3a/b

Personalisation (8-10 minutes) • To allow more STT and check if partner has given the right information about what they have read.

Keep Ss in their pairs and ask them to read the other part of the article. Give a few minutes to discuss the questions in ex. 4 pg 19. Monitor and help if necessary. Encourage Ss to use the vocabulary they have learnt. Check ideas with the WC.

Feedback (5-8 minutes) • To clarify if students have understood and remembered what they have read.

Activity time - Hand out ex.1 from w/b p 12 to Ss. Have Ss work in pairs without looking back at the words from the article. Give Ss 5mins to complete all the questions. Once they have completed, hand out the answers to check. The pair with the most answers correct or the fastest pair with all the correct answers wins!

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