HEALTH AND HAPPINESS

SESSION 9

TOPICS
• Discussing good and bad points
• Giving advice
• Discussing food
 Topic 1: Discussing good and bad points
Functions Talking about what's enough and what's excessive
Target language too much, too many, much, many, enough, not enough
Theme A healthier life
Inputs Input 9.1A: Health and the workplace
Input 9.1B: Much, many, enough, or not enough
Input 9.1C: Language summary

Step 1: Whole class – warm up

Ask: What do you think a healthy lifestyle is?
Allow students to discuss for a few minutes.

Step 2: Whole class – questioning

Use some examples from the discussion in Step 1: Did you say exercise was important? Yes
Use gestures and ask: Do we need (make a gesture for big) this amount of or (make a gesture for
small) this amount of exercise? Let students answer.
Ask: How do we ask a proper question for this? How much exercise do we need?
Concept check: When we use the word much, are we referring to a group of something? Yes
And you can't separately count as 1- 2-3? Yes
Ask: Did you say food was important for a healthy lifestyle? Yes
When we talk about the word food, are we referring to a group? Yes
Prompt students to make the question: How much food do we need? Prompt for answers.

Ask: Is it good to work without enough sleep? Is it good for your health? No
Prompt students to make the question: How many hours of sleep do you need? Let students answer.
Concept check: When we use the word many, are we referring to something you can count?
Yes
Ask for other countable things that are healthy, e.g. How many types of fruit do we need every day?
Let students answer.

Choose one of the answers and ask: So, do we need (three) types of fruit every day? Yes
So how can we check if you are eating what is required? Do you eat enough fruit every day? / Yes, I
eat enough fruit, or, No, I do not eat enough fruit.
Practice a few questions and answers, if required.

Step 3: Pair work – reading practice

Arrange students into pairs and tell them they have to:
• Read a short article together.
• Decide whether the five statements at the top of the page are true or false.
Distribute Input 9.1A: Health and the workplace.
Once they have completed the exercise, ask students to check answers with another pair.
Answers: 1. False 2. True 3. False 4. True 5. True
Step 4: Pair work – writing practice
Change pairs and show students the exercise in Input 9.1B: Much, many, enough, or not enough
Ask students to work together and complete the exercise. They should check that their answers are
correct with another pair.
Answers: 1 much 2 many 3 not enough 4 many, much 5 don't exercise enough 6 enough 7 much 8
many 9 not fit enough 10 much

Step 5: Small groups – speaking practice

Ask students to work individually and make a list of things they have enough of, don’t have enough
of, have too many of or too much of.
Next, ask them to work in small groups and discuss the items on their lists and compare with others.
Monitor and note down your observations.

Step 6: Feedback
Give students both positive and negative feedback in a balanced manner.

Step 7: Whole class – language summary

Display Input 9.1C: Language summary and distribute as handouts.

Step 8: Write and improve

Write 70 to 80 words about your diet. Use the vocabulary discussed in this topic.
Upload onto Cambridge’s Write and improve app for feedback.

Step 9: Speak and improve

Describe how you cope with stress. Use the vocabulary discussed in this topic.
Upload onto Cambridge’s Write and improve app for feedback.
Input 9.1A Health and the workplace
Read the article and say whether the statements are True or False.
1. Only a few people who work in offices are not fit. True / False
2. Office workers suffer from a lot of stress. True / False
3. People get enough time to relax after their work. True / False
4. To get healthy, people need to know how much time they
require for exercise and rest. True / False
5. It’s important to find out how many hours of sleep are
necessary at night. True / False

So many of us work in offices. And so many office workers have unhealthy lives. We know
why: not enough exercise and too much stress.
Also, for a lot of people, the working day doesn't end when we leave the workplace. At
home in the evening, we switch on our phones and catch up with emails. In the end, we
work too many hours. And we don't get enough rest. So, is it impossible to work in an office
and have a healthy life? Of course, it’s possible. It's just a question of being determined and
understanding what’s important.
To get enough exercise and enough rest, first, you need to know how much you need. The
questions to ask yourself once you have decided you want to take care of your health are:
- How far do you need to walk each day?
- How many hours can you work before you get too tired?
- How much sleep do you need each night?
Input 9.1B Much, many, enough, or not enough
Fill in the gaps with much, many, enough, not enough. Note: You may need to add an extra
word – given in brackets.
1. We have a gym in the office. But we don't get _________________ time to work out.
2. I try not to eat too _________________ sweets.
3. There are _________________ healthy options in the cafeteria menu. I will bring my
own packed lunch from tomorrow.
4. How _________________ cups of coffee do you drink a day? Too
_________________ coffee can give you stomach ulcers.
5. I'm going to start walking to my office. I _________________ (exercise).
6. After 7:00 PM, I don't look at my phone or laptop. So, I get _________________ rest.
7. I don't have _________________ work in the afternoon today. I think I'll play a game
of tennis.
8. _________________ office workers experience work-related stress nowadays.
9. I can't run very far. I'm _________________ (fit)
10. There's too _________________ pollution in the evenings I can't go for a jog outside.
Input 9.1C Language summary

We use many to describe a big quantity of countable nouns.

I try not to eat too many sweets. Sugar is not good for me.
Many people in my office eat only vegetarian food.

We use much to describe a big quantity of uncountable nouns.

I don't go much on the weekdays, but I go swimming on the weekends.
I'm lucky I don't need much sleep at night.

We use enough and not enough to describe sufficient and insufficient quantities.
I eat enough fruits and vegetables for a healthy lifestyle.
When I'm stressed, I feel there's not enough time to finish all my work everyday
 Topic 2: Giving advice
Functions Describing advice
Target language should and shouldn't for advice
Theme How to live a long and happy life
Inputs Input 9.2A: Advice for good health
Input 9.2B: Should or shouldn't?
Input 9.2C: Language summary

Step 1: Whole class – warm up

Ask students: Would you like to live a long and healthy life? What advice will you give?
Let students discuss for a minute or two.

Step 2: Small groups

Tell students that they are going to read some advice about how to lead a healthy life, from an 80-
year-old man. Ask students to sit in groups of 4-5.
Show Input 9.2A: Advice for good health. Cut the worksheet vertically into column A and Column B
and give instructions:
- One student should read from column A.
- The others should find a match in column B.
- Once done, pass on Column A to another person to read.
- Continue until all matches are made.
(Alternatively: Form pairs and match the left and right columns.)
To check answers, ask students to close Input 9.2A, and not refer to it.
Give one copy of the text below to a strong student in the group and tell him or her to read it out
loud.

I never eat a lot of cookies or candy or things like that. I think you need to be careful what you eat. If
I want a snack, I just have an apple or a banana. And if you want to be healthy, it's no good sitting
around all day. When I worked, I was a builder. So I was always on my feet, working hard. And I think
that did me good. But you need to rest, too. That's important. If I had to work the next day, I never
went to bed late

After students have listened, ask them to check whether their matches were correct.
Check answers with another group.
Discuss whether they agree with the advice in the text.

Step 3: Whole class – introduce should and shouldn’t for advice

Ask: According to the exercise, is eating cookies good for health? No
Ask: How would you ask for advice? Prompt students to come up with the question:
- Should you eat cookies when you want a snack?
- No, you shouldn’t eat cookies. You should eat an apple or a banana.
Concept check:
Do we use the words should and shouldn't for giving advice? Yes
Do we use it while stating a rule? No
Step 4: Pair work – writing practice
Display Input 9.2B: Should or shouldn't? and ask students:
On the left side do you see some situations that need advice? Yes
Are there some solutions in the box? Yes
Will you use them to give advice for the situation? Yes

Arrange students into pairs, hand over the worksheet. Ask them to complete the exercise by
discussing with each other and using should or shouldn't.
Monitor students and help if needed.
Answers: 1 You should stop working on the laptop for some time 2 You should look for another job 3
Samir shouldn't use his car all the time 4 She shouldn't use emojis 5 The company should do more to
increase customer satisfaction 6 you shouldn't believe everything you read 7 Arvind should be
punctual 8 Valsa should voice opinions and ask questions 9 Suman should be open to feedback 10
One shouldn't look at the mobile screen when someone is speaking to them

Step 5: Pair and group work – presentation

Ask students: Do you have older people in the family? Do they give advice about health?
Arrange students into pairs. Ask them to:
• Make a list of the best habits for living a long and healthy life.
• Some pairs should volunteer to present their ideas to the entire class.
After the presentations, get the whole class to have a discussion and make a list of the top 5 ideas.

Step 6: Feedback
Ask students to evaluate how well they did. You should offer your observations on the presentation
of ideas. The group work, and the use of language.

Step 7: Whole class – language summary

Display Input 9.2C: Language summary and distribute as handouts.

Step 8: Write and improve

Write about any health issue that you (or someone you know) was able to overcome with a healthy
lifestyle.
Upload onto Cambridge’s Write and improve app for feedback.
Input 9.2A Advice for good health
Match the sentence halves to get advice for good health.

Column A Column B
I never eat a lot of cookies it's no good sitting around all day.
I think you need to be feet, working hard.
If I want a snack, or candy or things like that.
And if you want to be healthy, need to rest, too. That's important.
When I worked I never went to bed late.
So I was always on my I have an apple or a banana.
And I think that did me careful about what you eat.
But you I was a builder.
If I had to work the next day, Good.
Input 9.2B Should or shouldn’t?
For each situation, write a sentence with ‘should’ or ‘shouldn't’ and one of the following:

be punctual stop working on the laptop for some time use his car all the time
voice her opinions and ask questions be open to feedback use emojis
look at the mobile screen when someone is speaking to them look for another job
do more to increase customer satisfaction believe everything you read

1. You have a headache?

You …………………………………………………………………………………………………………………………….
2. Your salary is very low.
You …………………………………………………………………………………………………………………………….
3. Samir gets no exercise because he never walks, but drives everywhere.
Samir …………………………………………………………………………………………………………………………
4. Chetna’s work emails look quite unprofessional.
She …………………………………………………………………………………………………………………………….
5. There are a lot of customer complaints.
The company ……………………………………………………………………………………………………………
6. I read that Winpro Limited is laying off at least 1000 employees.
You …………………………………………………………………………………………………………………………….
7. Arvind's boss has commented on him being late to the office all the time.
Arvind ………………………………………………………………………………………………………………………
8. Valsa is always quiet during team meetings.
Valsa …………………………………………………………………………………………………………………………
9. Suman doesn't like anyone pointing out mistakes in her work.
Suman ………………………………………………………………………………………………………………………
10. Positive body language is important in the workplace.
One ……………………………………………………………………………………………………………………………
Input 9.2C Language summary

We use should and shouldn’t while giving advice.

You should eat ten kinds of fruit and vegetables each day.
You should not / (shouldn't) eat too much sugar.
 Topic 3: Discussing food
Functions Referring to food and ingredients
Target language Vocabulary related to food
Theme Food that makes us happy
Inputs Input 9.3A: What’s this called?
Input 9.3B: Vowel sounds, same or different?
Input 9.3C: Types of food
Input 9.3D: Your ‘happy food’
Input 9.3B: Language summary

Step 1: Warm up
Ask students: What is your favourite food? How do you feel when you eat it?

Step 2: Food vocabulary

Display Input 9.3A: What's this called? And ask for the names of the items shown.
Concentrate on the correct pronunciation, especially word stress and vowel sounds.
(beans, cauliflower, onions, pizza, barbecue, garlic, banana)
Hand over copies of Input 9.3A and ask students to practice using these words in questions and
answers with the person next to them.
− Are these beans?
− Do you like pizza?
− Have you cooked a barbeque? Etc.

Step 3: Pair work – pronunciation

Display Input 9.3B: Vowel sounds, same or different?
Demonstrate how to do the activity then give instructions.
• Arrange students into pairs.
• One student should read aloud three words in one line, the other student should mark the
word that has a different vowel sound.
• They should take turns doing this, then check answers with another pair.
Next you read aloud all three words with the correct vowel sounds so students get to hear the
correct pronunciation. Ask them to go through the answers.
(Answers: 1 carrot 2 salt 3 banana 4 cereal 5 dessert 6 rice 7 yogurt 8 burger 9 bread 10 cookie)

Get students to practice the pronunciation of all the words from Input 9.3B: Vowel sounds, same or
different? using choral repetition and drilling.
Then ask them to make sentences and practice along with their partners.

Step 4: Pair work

Ask students: Is it possible to always eat healthy food? Get students to discuss why, or why not.
Ask students: Do different foods make us feel differently? Ask for examples (e.g., a cup of coffee to
make us feel alert, cake when you want to celebrate etc.)

Ask students to sit in pairs and give Input 9.3C: Types of food.
Ask: What should you do? and go over the instructions. (pre-teach the words: exotic, filling if
students are unfamiliar).
Give students a time limit for them to complete the matching exercise.
Hand over Input 9.3D: Your ‘happy food’ and ask students to read it and check if the answers are
correct.
Confirm answers with another pair.

Step 5: Group work – discussion

Get students to sit in group and talk about their ‘happy foods.’ What do they eat for different
situations?

Step 6: Whole class – feedback

Ask students to evaluate themselves and their partners. You should share your observations on
language as well as pronunciation.

Step 7: Whole class – language summary

Display or handout Input 9.3E: Language summary.
Revise language learned and clarify doubts, if any.

Step 8: Speak and improve – practice

Talk for 2-3 minutes about a good party you went to.
A What was the occasion?
B Why was the party good?
C Did you like the food? Why?
Upload onto the Cambridge Speak and improve app for feedback.

Step 9: Write and improve – practice

Describe your favourite meal. Why do you like it more than anything else?
Upload onto the Cambridge Write and improve app for feedback.
Input 9.3A What’s this called?
Input 9.3B Vowel sounds, same or different?

In 1–10, two of the sounds are the same and one is different. Underline the one that's
different.
1. carrot garlic pasta
2. candy mango salt
3. banana grape potato
4. cereal egg lemon
5. dessert melon vegetable
6. chicken fish rice
7. honey onion yoghurt
8. burger butter mushroom
9. bean bread meat
10. cookie food mushroom
Input 9.3C Types of food

Match the headings below to the examples of types of food in 1–5.

Something bad Something to make you feel at home Something exotic

Something filling Something to suit the weather

1. You could have a full meal with rotis, rice, two kinds of vegetable, some chicken
curry, and a dal, followed by a bowl of curd.
………………………………………………………………………………………………………………
2. If it's pleasant, go outside, light the barbecue, and cook some sausages and roast
vegetables.
………………………………………………………………………………………………………………
3. If you're Italian, have a delicious pasta dish or a really good pizza.
………………………………………………………………………………………………………………
4. If you're Indian, try some French cheese. Or if you're French, have a masala dosa.
………………………………………………………………………………………………………………
5. A full box of cookies? A whole bag of candy? It's your choice.
………………………………………………………………………………………………………………
Input 9.3D Your ‘happy food’
It's hard to eat healthy food every day. From time to time, we all need a treat – something that
tastes good and makes you feel good – even if it's bad for you. Let's call it "happy food". It can be
something simple, like a burger or some chocolate. But if you want to feel really good, choose your
happy food to suit the situation. For example:

Something filling:
After a lot of physical activity (such as playing
cricket), you're really hungry. So treat yourself
to a big meal. You could have a full meal with
rotis, rice, two kinds of vegetable, some
chicken curry, and a dal, followed by a bowl of
curd.

Something to suit the weather

If it's pleasant, go outside, light the
barbecue, and cook some sausages
and roast vegetables

Something to make you feel at home:

You're returning from a long trip. Eat a
local dish to make you feel that it's good
to be back. If you're Italian, have a
delicious pasta dish or a really good pizza.

Something exotic
You're tired of eating the same things. Have a change with some food from the other side of the
world. If you're Indian, try some French cheese. Or if you're French, have a masala dosa.

Something bad
After weeks of eating healthy food, you
deserve a treat. It's time for a big, deliciously
unhealthy snack. A full box of cookies? A
whole bag of candy? It's your choice.
Input 9.3E Language summary

Beans, cauliflower and onions are vegetables.

Bananas are a type of fruit.
Chocolate and other sugary snacks are called candy.
When you cook food outside on a fire, it's called a barbecue.
Pizza and pasta are Italian foods.
Garlic gives food a strong taste.
Inside a hotdog, there's a sausage.