Ali Ali

Health & wellbeing lesson
Intermediate level


In this lesson, learners will practice new vocabulary through reading about health and wellbeing of children. Authentic material is provided for the learners, which will require to pre-teach new vocabulary that they will use to answer questions ahead. First task will involve reading for gist, that requires learners to match titles and paragraphs. This will be followed by a task on reading for specific information, that will require students to find words/numbers and state whether true or false. Lastly, students will take part in a speaking discussion, in which groups will be formed.


Abc Match the definitions - Handout
Abc Powerpoint presentation
Abc White board

Main Aims

  • To provide gist reading practice using a text about why children should take risks while playing.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion/debate in the context of whether children should be allowed to play outdoors or indoors.


Warmer/Lead-in (10 minutes) • To set lesson context and engage students

-Teacher to lead-in the topic through the use of photographs and asking questions. -To project 2 photographs of children at the park and pictures of children at home on the computer and television. -Teacher to discuss with the students what the photographs show about the children. Teacher to elicit questions about what are the differences in lifestyle led by each child. -Teacher to pre-teach vocabulary (8 words) from the authentic text. To instruct learners to attempt at matching the words to their meanings. -To go around to monitor, support by acting out definitions (mime acts). -To check answers & drill the words.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the text and make it accessible

-Teacher to instruct students to read the health & wellbeing article in order to get an understanding of it, in order to skim through before attempting to match titles to the relevant paragraph. -Students to read for gist and match the titles and their paragraphs. -Students to then peer-check their answers, as groups.

While-Reading/Listening #1 (10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-Teacher to provide with an activity to find specific information from the article. -Teacher to project questions: i. Whats the family motto? ii. What is the percentage of unaccompanied schoolchildren in 2010? iii. Where is the most common place for a child to die? iv. Risk deficit order is another term for? v. What can a sedentary lifestyle lead to? -Students to find the specific information in the article to answer the above projected questions. - Students to peer-check in pairs. -Teacher to conduct a whole class feedback.

Post-Reading/Listening (10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Teacher to give the opportunity for students to contribute their own opinions through a productive skill, speaking. -Teacher to instruct students to write down (as points) their opinions on what they favor: children self-regulating in outdoor play vs. children to be supervised and to play indoors; and why? -Teacher to split the students into two groups, and to pair students (1 student in favor of outdoors with a 1 student in favor of indoors). -Teacher to go around the class to monitor and to note down any errors mentioned. -Teacher may also try to show support to one of the two notions so as to encourage students to share more.

Delayed feedback (5 minutes) • To wrap the discussion; To correct errors made by students as well as to highlight good language/good vocabulary used.

-Teacher to highlight the errors done with the new vocabulary learnt. -Teacher to rectify accordingly, by drilling, applying word stress and showing proper sentence structures.

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