Erlend Erlend

Elementary level


This is a receptive skills lesson (reading). The first activity aims to present/review some useful vocabulary for the reading and for the follow-up activity. The main reading text is in two stages, a prediction activity with questions for the Ss to see what they know, then the main text to read and see if their answers are correct. The follow-up activity reviews simple present questions with “How often ..?” and frequency expressions. The Ss should have seen them before, but there is a stage for a quick review before they do the personalised follow-up activity.


Abc Vocaburay handout & picture

Main Aims

  • To give Ss practice in reading for specific information and detail through the context of Top Tips for a Healthy Heart.

Subsidiary Aims

  • To review/present vocabulary related to healthy/unhealthy lifestyles. To review and practice “How often ..?” and frequency expressions. To give Ss semi-controlled speaking practice.


Lead-in - vocabulary check (5-8 minutes) • To set lesson context and engage students

- play hangman to elicit "lifestyles". - check Ss know what this means. CCQs: Is it the type of life you have? Yes Can you change your lifestyle? Yes - write "healthy" and "unhealthy" on the white-board (WB). Give Ss the list of vocabulary in ex1a. Ss work in pairs/small groups to organise the vocabulary into healthy and unhealthy activities. Ss may not know some vocabulary, but encourage them to guess. - Ss come to the board and write them in the correct columns. Don't give any feedback (FB) at this point. - Ss work in pairs/small groups to match the words with the pictures by writing the picture number on the words. Check with the with the whole class (W/C) and go back to the lists on the board to see if they agree or want to make changes - think of some examples to help with the meaning of some vocabulary, e.g. "low/high in fat", "fried food", "get fit". - Drill some of the vocabulary for pronunciation where necessary - Ask Ss "Do you think you have a healthy lifestyle?". Ss work in groups to discuss this (ex1c)

Pre-Reading - prediction (8-10 minutes) • To prepare students for the text and make it accessible

- Ask Ss “What can we do to have a healthy heart?” Elicit some ideas. - Use their ideas to pre-teach/elicit “disease” and “portions" (a part of a total). (The teacher’s book also suggests pre-teaching “grams” and “cancer”, but these are the same in Turkish). - Show Ss ex2a and ask Ss to discuss the questions in pairs/small groups. Monitor and help if needed. Take some general FB, but don’t give the answers yet.

While-Reading #1 - Reading for specific information (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

Show Ss the reading text. Ask them to read it quickly and see if their ideas are correct (ex2b). Ss read then check their answers with a peer. Take FB.

While-Reading #2 - Reading for detail (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Ask Ss to read again and find: 4 things that are good for your heart 4 things that are bad (ex2c). - Ss read again, then compare their answers with a peer. - Take FB and deal with any questions. - Ask them “Does anything in the article surprise you?” and get some general ideas.

Follow-up - review "How often ...? and frequency expressions (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Ask Ss how much exercise does the article say is good for you. Get Ss to notice “four times a week”. - Use the model in ex5a to build up a chart of frequency expressions on the w/b – get Ss to help you by eliciting these. - Write the jumbled questions from ex5b on the w/b and get Ss to unjumble them (or change the wording of these questions so they stay in the context of health). - Drill some of the questions for pronunciation.

Semi-controlled speaking - personalisation (6-8 minutes) • Students practice their oral skills asking personal questions about healthy / unhealthy lifestyles.

- Ask Ss a couple of “How often ...?” questions using some of the vocabulary from the lead-in to model this. Encourage Ss to answer using the frequency expressions. - Ss work in pairs to ask and answer the questions using ex6. - Take some general FB to find out who is healthier/the healthiest.

Web site designed by: Nikue