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CYCLE 2

ENGLISH LANGUAGE

Advanced 6 / 7 General

Cycle 2 English Language

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TEACHER OVERVIEW

Lesson 3-4

Skill: Speaking

Topic: How can food improve your health?

Lesson Goal

Students will participate in short, simple conversations to give advice about healthy habits using should and shouldn’t in familiar situations.

Student Learning Outcomes

ENG.03.S.IP.1.1 Participate in short, simple conversations.

ENG.03.L.CS.1.1 Listen and identify the overall meaning.

Key Vocabulary

healthy, food, diet, fresh, delicious, energy, meal, fat, protein, vitamins

This lesson is adapted from C2 English 6Adv/7Gen. Activities 1,2 and 4 have been directly included from the book (pages 9-10). All other activities have been specially created for this lesson.

Useful Link(s):

G.8.1 Modals (present)

FL.24 Asking for and giving advice

Speaking Rubric

Cycle 2 English Language

Main Outcome: ENG.03.S.IP.1.1: Participate in short, simple conversations on familiar and concrete topics using an increasing range of familiar phrases and expressions, although there may be frequent pauses.

Supporting Outcome: ENG.03.L.CS.1.1: Listen and identify the overall meaning of simple texts on familiar and concrete topics that use simple language and are spoken slowly and clearly.

Disclaimer:

The lessons outlined in the Scope and Sequence, along with the corresponding PowerPoint materials, have been designed to align with the Ministry of Education’s cultural and educational expectations. These resources should be regarded as the core content for lesson delivery.

Teachers are strongly advised to use these materials as the primary guide for instruction and to refrain from teaching or referencing any sections of the course book that may contain content deemed culturally sensitive or inappropriate within the local context.

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Cycle 2 English Language

Key Vocabulary

healthy, food, diet, fresh, delicious, energy, meal, fat, protein, vitamins

Lesson 3-4

Skill: Speaking

Topic: How can food improve your health?

Lesson Goal

Today you will talk about healthy habits and give advice using should and shouldn't.

In this lesson, you will learn how to…

join in short conversations.�
listen and tell what simple stories, descriptions or talks are about.

Activity 4

Cool down

Plenary & Reflection

Activity 2

Activity 1

Warm-up

Activity 3

Get ready

Lesson 3-4

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

Direct students’ attention to the food image and ask students to identify the food. Check understanding of the vocabulary before continuing.
Read the question aloud and model a response using a frequency phrase such as often, sometimes, or never.
Students discuss the question with a partner. Circulate and monitor the use of frequency vocabulary and complete sentences.
Invite a few students to share their answers. Ask follow-up questions such as “Do you like it?” or “Is it healthy?” to check understanding and encourage extended responses.
Conclude by asking students whether the food should be eaten often, sometimes, or rarely as part of a balanced diet. Use responses to assess understanding before moving to the next image.

Sample Answers:

falafel

I eat falafel sometimes. It has protein and is good for me.
I eat falafel once a week. It is one of my favorite foods.
I eat falafel often with vegetables and bread.

hamburgers

I eat hamburgers sometimes. We should not eat them every day.
I eat hamburgers once a week. They are tasty but not always healthy.
I eat hamburgers rarely. I prefer healthier foods.

rice

I eat rice every day with my family.
I eat rice often because it is part of many meals.
I eat rice five times a week. It gives me energy.

salmon

I eat salmon sometimes. It is healthy for my body.
I eat salmon once a week. It is one of my favorite fish dishes.
I eat salmon often because it is a healthy food.

French fries

I eat French fries sometimes. They are a special treat.
I eat French fries once a week. We should not eat them too often.
I eat French fries rarely because I want to eat healthy foods.

luqaimat

I eat luqaimat on special occasions.
I eat luqaimat sometimes because it is a sweet treat.
I eat luqaimat during celebrations with my family.

shawarma Wraps

I eat shawarma wraps once a week.
I eat shawarma wraps sometimes because they are delicious.
I eat shawarma wraps on weekends with my family.

dates

I eat dates every day.
I eat dates often because they give me energy.
I eat dates with my family, especially at breakfast.

hummus

I eat hummus often with bread and vegetables.
I eat hummus two or three times a week. It is healthy.
I eat hummus regularly because it has protein.

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Look at the images. How often do you eat each of the foods? Discuss in pairs/groups.

Warm-Up

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Cycle 2 English Language

Warm-up

Discuss the questions in pairs/groups.

Warm-Up

What’s your favorite meal?
How often do you have it?
Should you eat it every day? Why or why not?

Direct students’ attention to the discussion questions and read them aloud. Give students a moment to think about their answers before speaking with a partner.
Model a response using a complete sentence, such as “My favorite meal is shawarma. I eat it once a week.” Review useful frequency phrases such as every day, often, sometimes, and rarely.
Students discuss the questions in pairs. Circulate and monitor participation, listening for accurate use of food vocabulary, frequency expressions, and simple reasons.
Encourage students to extend their answers by asking follow-up questions such as “Why do you like it?” or “Is it healthy?” Use responses to assess students’ ability to explain their opinions.
Invite several students to share their partner’s answers with the class. Check understanding by asking students to identify which foods should be eaten more often and which should be eaten less often.
Provide immediate feedback on vocabulary and sentence structure, highlighting effective examples heard during discussions.
Conduct a quick class poll to identify the most popular meal. Use the results to prompt further discussion about healthy and less healthy food choices.
Conclude by asking students whether their favorite meal should be eaten every day and why or why not. Use responses to assess understanding of healthy eating habits and readiness for the lesson topic.

Sample Answers:

1 My favorite meal is machboos. I eat it three times a week. Yes, I can eat it often because it gives me energy.

2 My favorite meal is hummus and bread. I eat it often. Yes, I can eat it regularly because it is a healthy food.

3 My favorite meal is a burger and fries. I have it sometimes. I shouldn’t have it every day because I should eat healthier foods too.

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Cycle 2 English Language

Activity 1

Listening

Page 9: Activity 2, Track 2

Listen to a podcast. What is it mainly about?

How people make everyday food choices
A healthy food delivery service
Food and nutrition facts
Why people should eat only carbs

Direct students’ attention to the title, image, and answer choices. Ask students to predict what the podcast might be about and which option they think is most likely. Use responses to assess prior knowledge about food and nutrition.
Read the four answer choices aloud and clarify any unfamiliar vocabulary such as nutrition, delivery service, and carbs. Check understanding by asking students to explain the meanings in simple words.
Ask students to identify key words in each option before listening. Encourage them to think about what information they would expect to hear for each answer choice.
Play the podcast once without stopping. Students listen for the main idea and select the best answer independently. Circulate and monitor engagement and confidence during listening.
Ask students to compare their answers with a partner and explain their reasoning. Listen to discussions to assess students’ ability to identify evidence and justify their choices.
Play the podcast a second time. Encourage students to confirm or revise their answers based on additional information they hear. Monitor responses to identify any misconceptions.
Conduct a whole-class review and invite students to explain which clues helped them choose their answer. Use questioning to assess understanding of the overall message rather than specific details.
Discuss why the other options are not the best choice. Encourage students to support their thinking with examples from the podcast.
Conclude by asking students to summarize the main idea of the podcast in one sentence. Use student responses to assess comprehension and readiness for the next listening task.

Differentiation

Working Towards GLG

Read the answer choices together and pre-teach key vocabulary before listening.
Encourage students to eliminate obviously incorrect options before selecting an answer.
Pair students with a supportive partner to discuss their predictions and answers.
Provide sentence frames such as I think the answer is ___ because ___.

Working At GLG

Students listen independently and select the best answer using evidence from the podcast.
Encourage students to compare answers with a partner and explain their reasoning.
Prompt students to identify key words that helped them determine the main idea.
Have students justify their choice using a complete sentence.

Working Beyond GLG

Challenge students to explain why each incorrect option is not the best answer.
Encourage students to summarize the main idea using their own words.
Ask students to identify additional supporting details from the podcast.
Have students predict what information might come next in the podcast based on the main idea.

Supporting Outcome: ENG.03.L.CS.1.1: Listen and identify the overall meaning of simple texts on familiar and concrete topics that use simple language and are spoken slowly and clearly.

Answer Key:

B A healthy food delivery service

Track 2

Hi everyone, welcome back to the podcast. Today I want to talk about something new I heard about. It’s a healthy food delivery service called HealthyBite. I’ve been thinking about it because eating healthy food isn’t always easy, especially when people are busy. A lot of people choose unhealthy food because it is quick and convenient, but I think we should try to make better food choices whenever we can. Services like HealthyBite can help people follow a healthier diet.

From what I heard, the meals are made with fresh ingredients and taste delicious, which is really important. The meals are low in fat, but they still include protein, vitamins, and carbohydrates, giving people energy throughout the day. I think people should eat balanced meals more often because eating too much fat can be unhealthy. Choosing the right food matters, and HealthyBite seems to make this easier by preparing the meals for you.

Personally, I believe people should choose food that helps them feel strong and active. HealthyBite sounds like a convenient option for people who do not have time to cook but still want to eat well. So, if you are trying to make better food choices, you should check it out and see if it works for you. Thanks for listening.

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Cycle 2 English Language

Activity 1

Listening

Page 9: Activity 2, Track 2

Listen to a podcast. What is it mainly about?

How people make everyday food choices
A healthy food delivery service
Food and nutrition facts
Why people should eat only carbs

Direct students’ attention to the title, image, and answer choices. Ask students to predict what the podcast might be about and which option they think is most likely. Use responses to assess prior knowledge about food and nutrition.
Read the four answer choices aloud and clarify any unfamiliar vocabulary such as nutrition, delivery service, and carbs. Check understanding by asking students to explain the meanings in simple words.
Ask students to identify key words in each option before listening. Encourage them to think about what information they would expect to hear for each answer choice.
Play the podcast once without stopping. Students listen for the main idea and select the best answer independently. Circulate and monitor engagement and confidence during listening.
Ask students to compare their answers with a partner and explain their reasoning. Listen to discussions to assess students’ ability to identify evidence and justify their choices.
Play the podcast a second time. Encourage students to confirm or revise their answers based on additional information they hear. Monitor responses to identify any misconceptions.
Conduct a whole-class review and invite students to explain which clues helped them choose their answer. Use questioning to assess understanding of the overall message rather than specific details.
Discuss why the other options are not the best choice. Encourage students to support their thinking with examples from the podcast.
Conclude by asking students to summarize the main idea of the podcast in one sentence. Use student responses to assess comprehension and readiness for the next listening task.

Differentiation

Working Towards GLG

Read the answer choices together and pre-teach key vocabulary before listening.
Encourage students to eliminate obviously incorrect options before selecting an answer.
Pair students with a supportive partner to discuss their predictions and answers.
Provide sentence frames such as I think the answer is ___ because ___.

Working At GLG

Students listen independently and select the best answer using evidence from the podcast.
Encourage students to compare answers with a partner and explain their reasoning.
Prompt students to identify key words that helped them determine the main idea.
Have students justify their choice using a complete sentence.

Working Beyond GLG

Challenge students to explain why each incorrect option is not the best answer.
Encourage students to summarize the main idea using their own words.
Ask students to identify additional supporting details from the podcast.
Have students predict what information might come next in the podcast based on the main idea.

Supporting Outcome: ENG.03.L.CS.1.1: Listen and identify the overall meaning of simple texts on familiar and concrete topics that use simple language and are spoken slowly and clearly.

Answer Key:

B A healthy food delivery service

Track 2

Hi everyone, welcome back to the podcast. Today I want to talk about something new I heard about. It’s a healthy food delivery service called HealthyBite. I’ve been thinking about it because eating healthy food isn’t always easy, especially when people are busy. A lot of people choose unhealthy food because it is quick and convenient, but I think we should try to make better food choices whenever we can. Services like HealthyBite can help people follow a healthier diet.

From what I heard, the meals are made with fresh ingredients and taste delicious, which is really important. The meals are low in fat, but they still include protein, vitamins, and carbohydrates, giving people energy throughout the day. I think people should eat balanced meals more often because eating too much fat can be unhealthy. Choosing the right food matters, and HealthyBite seems to make this easier by preparing the meals for you.

Personally, I believe people should choose food that helps them feel strong and active. HealthyBite sounds like a convenient option for people who do not have time to cook but still want to eat well. So, if you are trying to make better food choices, you should check it out and see if it works for you. Thanks for listening.

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Cycle 2 English Language

Listening

Page 9: Activity 3, Track 2

Listen again. Which ideas does the speaker mention?

People should eat healthy food more often.
Eating too much fat can be unhealthy.
HealthyBite is easy and convenient.
People should stop eating all fast food.
The meals include protein and carbs.
Cooking at home is always better than delivery.
Healthy food helps people feel strong and active.

Activity 2

Direct students' attention to the statements on the slide and remind them that they are now listening for specific ideas the speaker mentions. Ask students to quickly predict which statements they think will be included in the podcast.
Review key vocabulary that may affect comprehension, such as fat, protein, carbs, balanced meals, and convenient. Check understanding by asking students to explain the words or give simple examples.
Have students read each statement silently and identify any key words they should listen for. Encourage students to underline or point to important vocabulary before listening.
Play the audio and ask students to decide whether each idea is mentioned. Remind students that they are listening for ideas the speaker talks about, not whether they personally agree with the statements.
Ask students to compare answers with a partner and explain which parts of the audio helped them make their decisions. Circulate and listen for accurate use of evidence from the text.
Play the recording again for students to confirm or revise their answers. Encourage students to focus on statements they found challenging during the first listening.
Review the answers as a class, eliciting evidence for each response. Use targeted questions to check understanding, such as “What does the speaker say about fat?” and “What does the speaker say about HealthyBite?”
Draw students' attention to Statements 4 and 6 and discuss why they were not selected. Guide students to distinguish between ideas that are mentioned directly and ideas that are not mentioned at all.
Conclude by asking students to summarize the speaker's message about healthy eating in one sentence. Use student responses to assess understanding of the main ideas and key vocabulary from the listening.

Answer Key:

1 Yes · 2 Yes · 3 Yes · 4 No · 5 Yes · 6 No · 7 Yes

Track 2

Hi everyone, welcome back to the podcast. Today I want to talk about something new I heard about. It’s a healthy food delivery service called HealthyBite. I’ve been thinking about it because eating healthy food isn’t always easy, especially when people are busy. A lot of people choose unhealthy food because it is quick and convenient, but I think we should try to make better food choices whenever we can. Services like HealthyBite can help people follow a healthier diet.

From what I heard, the meals are made with fresh ingredients and taste delicious, which is really important. The meals are low in fat, but they still include protein, vitamins, and carbohydrates, giving people energy throughout the day. I think people should eat balanced meals more often because eating too much fat can be unhealthy. Choosing the right food matters, and HealthyBite seems to make this easier by preparing the meals for you.

Personally, I believe people should choose food that helps them feel strong and active. HealthyBite sounds like a convenient option for people who do not have time to cook but still want to eat well. So, if you are trying to make better food choices, you should check it out and see if it works for you. Thanks for listening.

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Cycle 2 English Language

Listening

Page 9: Activity 3, Track 2

Listen again. Which ideas does the speaker mention?

People should eat healthy food more often.
Eating too much fat can be unhealthy.
HealthyBite is easy and convenient.
People should stop eating all fast food.
The meals include protein and carbs.
Cooking at home is always better than delivery.
Healthy food helps people feel strong and active.

✔︎

Activity 2

Direct students' attention to the statements on the slide and remind them that they are now listening for specific ideas the speaker mentions. Ask students to quickly predict which statements they think will be included in the podcast.
Review key vocabulary that may affect comprehension, such as fat, protein, carbs, balanced meals, and convenient. Check understanding by asking students to explain the words or give simple examples.
Have students read each statement silently and identify any key words they should listen for. Encourage students to underline or point to important vocabulary before listening.
Play the audio and ask students to decide whether each idea is mentioned. Remind students that they are listening for ideas the speaker talks about, not whether they personally agree with the statements.
Ask students to compare answers with a partner and explain which parts of the audio helped them make their decisions. Circulate and listen for accurate use of evidence from the text.
Play the recording again for students to confirm or revise their answers. Encourage students to focus on statements they found challenging during the first listening.
Review the answers as a class, eliciting evidence for each response. Use targeted questions to check understanding, such as “What does the speaker say about fat?” and “What does the speaker say about HealthyBite?”
Draw students' attention to Statements 4 and 6 and discuss why they were not selected. Guide students to distinguish between ideas that are mentioned directly and ideas that are not mentioned at all.
Conclude by asking students to summarize the speaker's message about healthy eating in one sentence. Use student responses to assess understanding of the main ideas and key vocabulary from the listening.

Answer Key:

1 Yes · 2 Yes · 3 Yes · 4 No · 5 Yes · 6 No · 7 Yes

Track 2

Hi everyone, welcome back to the podcast. Today I want to talk about something new I heard about. It’s a healthy food delivery service called HealthyBite. I’ve been thinking about it because eating healthy food isn’t always easy, especially when people are busy. A lot of people choose unhealthy food because it is quick and convenient, but I think we should try to make better food choices whenever we can. Services like HealthyBite can help people follow a healthier diet.

From what I heard, the meals are made with fresh ingredients and taste delicious, which is really important. The meals are low in fat, but they still include protein, vitamins, and carbohydrates, giving people energy throughout the day. I think people should eat balanced meals more often because eating too much fat can be unhealthy. Choosing the right food matters, and HealthyBite seems to make this easier by preparing the meals for you.

Personally, I believe people should choose food that helps them feel strong and active. HealthyBite sounds like a convenient option for people who do not have time to cook but still want to eat well. So, if you are trying to make better food choices, you should check it out and see if it works for you. Thanks for listening.

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Cycle 2 English Language

Should

Read the sentences from the podcast. Locate should in each sentence.

People should try to make better food choices.
People should eat balanced meals more often.
People shouldn’t eat fast food too often.

Is the speaker giving facts or advice?

➾ advice

Do people have to do these things?

➾ no

What is the negative form of should?

➾ shouldn’t (should + not)

What verb form follows should?

➾ the bare infinitive (the infinitive without ‘to’)

Display the slide and ask students to read the three sentences from the podcast with a partner. Ask them to identify the repeated modal verb and elicit should. Then ask what message the speaker is communicating through these sentences.
Have students underline should and shouldn't in the examples. Ask volunteers to explain the advice being given in each sentence and discuss whether the advice is positive or negative.
Direct students' attention to the question "Is the speaker giving facts or advice?" Invite students to discuss with a partner before eliciting responses. Confirm that should and shouldn't are used to give advice and recommendations.
Refer students to "Do people have to do these things?" Elicit responses and clarify that should expresses advice or recommendation, not obligation. Check understanding with additional examples if needed.
Focus on the sentence "People shouldn't eat fast food too often." Ask students to identify the negative form of should and elicit shouldn't (should + not). Contrast the positive and negative forms using the examples on the slide.
Draw attention to the verbs following should/shouldn't (try, eat). Ask students what they notice about the verb forms and guide them to identify that should and shouldn't are followed by the base form of the verb (the bare infinitive).
Provide a few additional health-related sentences and ask students to decide whether each expresses advice or a fact. Use whole-class participation to check understanding and address misconceptions.
Invite students to write one sentence with should and one sentence with shouldn't about health, food, or exercise. Monitor and provide feedback on both meaning and form.
Ask students to share their sentences with a partner and check whether the advice is clear and grammatically correct. Encourage peer corrections where needed.
Conclude by asking students to complete the sentence stems "People should..." and "People shouldn't...". Use responses to assess understanding of the meaning, form, and use of both modal forms.

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Cycle 2 English Language

Practice

Activity 3

You feel tired during the school day.

a) You should skip meals.

b) You should eat balanced meals.

You are very busy after school.

a) You should eat quick but balanced meals.

b) You should eat only one kind of food.

You don’t have time to cook every day.

a) You should look for easy food options.

b) You should stop eating at home.

You want to be strong and active.

a) You should have snacks instead of balanced meals.

b) You shouldn’t have lots of sugary drinks.

You eat fast food very often.

a) You should try to eat balanced meals more often.

b) You should never eat fast food again.

Read the sentences. Choose the best advice.

Read the first situation aloud and ask students to discuss with a partner which advice is better and why. Encourage students to refer to healthy habits learned in the listening. Listen to responses to assess understanding before revealing the answer.
Have students complete all five items independently. Remind students to look carefully at both options and choose the advice that is sensible and realistic.
Ask students to compare answers with a partner and explain their reasoning using complete sentences with because. Circulate and note students who can justify their choices accurately.
Review each item as a class, eliciting the correct answer and the reason it is the better advice. Prompt students to explain why the alternative answer is not appropriate.
Use targeted questions such as “Would skipping meals give you more energy?”, “Should people eat only one kind of food?”, and “Should people have lots of sugary drinks?” to check students’ understanding of healthy lifestyle choices and identify any misconceptions.
Draw students’ attention to the use of should and shouldn’t in the sentences and ask what all of the advice statements have in common. Elicit that should and shouldn’t are used to give recommendations and advice.
Ask students to identify the verb that follows should and shouldn’t in several examples. Use responses to confirm that both shouldand shouldn’t are followed by the base form of the verb.
Invite students to create one additional piece of advice for one of the situations using should or shouldn’t. Monitor responses and provide immediate feedback on both grammar and meaning.
Have students share their advice with a partner and decide whether it is helpful and appropriate. Encourage peer feedback using sentence stems such as “I agree because…” or “I think a better idea is…”.
Conclude with a quick check for understanding by presenting a new health-related situation and asking students to orally provide advice using should or shouldn’t. Use responses to assess readiness to apply the target language independently.

Answer Key:�1 b · 2 a · 3 a · 4 b · 5 a

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Cycle 2 English Language

Practice

Activity 3

You feel tired during the school day.

a) You should skip meals.

b) You should eat balanced meals.

You are very busy after school.

a) You should eat quick but balanced meals.

b) You should eat only one kind of food.

You don’t have time to cook every day.

a) You should look for easy food options.

b) You should stop eating at home.

You want to be strong and active.

a) You should have snacks instead of balanced meals.

b) You shouldn’t have lots of sugary drinks.

You eat fast food very often.

a) You should try to eat balanced meals more often.

b) You should never eat fast food again.

Read the sentences. Choose the best advice.

Read the first situation aloud and ask students to discuss with a partner which advice is better and why. Encourage students to refer to healthy habits learned in the listening. Listen to responses to assess understanding before revealing the answer.
Have students complete all five items independently. Remind students to look carefully at both options and choose the advice that is sensible and realistic.
Ask students to compare answers with a partner and explain their reasoning using complete sentences with because. Circulate and note students who can justify their choices accurately.
Review each item as a class, eliciting the correct answer and the reason it is the better advice. Prompt students to explain why the alternative answer is not appropriate.
Use targeted questions such as “Would skipping meals give you more energy?”, “Should people eat only one kind of food?”, and “Should people have lots of sugary drinks?” to check students’ understanding of healthy lifestyle choices and identify any misconceptions.
Draw students’ attention to the use of should and shouldn’t in the sentences and ask what all of the advice statements have in common. Elicit that should and shouldn’t are used to give recommendations and advice.
Ask students to identify the verb that follows should and shouldn’t in several examples. Use responses to confirm that both shouldand shouldn’t are followed by the base form of the verb.
Invite students to create one additional piece of advice for one of the situations using should or shouldn’t. Monitor responses and provide immediate feedback on both grammar and meaning.
Have students share their advice with a partner and decide whether it is helpful and appropriate. Encourage peer feedback using sentence stems such as “I agree because…” or “I think a better idea is…”.
Conclude with a quick check for understanding by presenting a new health-related situation and asking students to orally provide advice using should or shouldn’t. Use responses to assess readiness to apply the target language independently.

Answer Key:�1 b · 2 a · 3 a · 4 b · 5 a

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Cycle 2 English Language

Today you will participate in short conversations about healthy habits, giving advice to classmates using should and shouldn't in everyday situations.

What do you need to do when speaking?

Speak in complete sentences when giving advice.

Use should and shouldn't correctly to give recommendations.

Listen carefully and respond to your partner's ideas.

Don’t give one-word answers without explaining your advice.

Get ready to speak!

Get Ready

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Cycle 2 English Language

Speaking

Page 10: Activity 6

Activity 4

a classmate:

feels tired in afternoon classes
often skips breakfast

a businessperson:

sits at a desk most of the day
eats quickly because of work

Work in pairs/groups. Take turns giving advice using should.

a police officer:

works long hours
wants to stay strong and active

a student during exam week:

studies for many hours
feels tired and stressed

Review the speaking goal and remind students that they will give advice using should. Model one example with the class, such as “A classmate feels tired in the afternoon classes.” Elicit possible responses and assess students' readiness to use the target language.
Read through the four situations together and check understanding of key vocabulary including businessperson, police officer, stressed, and skips breakfast. Ask students to briefly explain each situation in their own words.
Model the speaking task with a confident student. Demonstrate how to give advice using complete sentences, such as “You should eat breakfast every day” or “You should take short breaks.”
Place students in pairs or small groups and assign each pair a situation. Encourage students to discuss the problem and generate advice using should. Support students who need scaffolding with sentence frames, while challenging more confident students to provide multiple recommendations and explain their reasoning.
Circulate as students speak, listening for accurate use of should and appropriate health-related advice. Provide immediate verbal feedback and note common errors for later review.
Invite pairs to share their advice with the class. Encourage classmates to listen carefully and decide whether they agree with the advice. Use whole-class responses to check understanding and engagement.
Prompt students to expand their answers by explaining their reasoning using because. Ask questions such as “Why should the classmate eat breakfast?” to assess deeper understanding and encourage fuller responses.
Encourage peer feedback by asking students whether the advice is helpful, realistic, and grammatically correct. Support students in making respectful suggestions for improvement.
Challenge students to make an additional recommendation using shouldn't where appropriate. Monitor responses to assess whether students can apply both forms accurately in conversation.
Conclude with a quick reflection task in which students share the best piece of advice they heard during the activity. Use student responses to assess their ability to participate in short, simple conversations and use should and shouldn't appropriately.

Differentiation

Working Towards GLG

Provide sentence frames such as “You should ___” and “You shouldn’t ___” and allow students to refer to vocabulary from previous activities.
Pair students with supportive peers and encourage them to prepare their advice before speaking to the group.
Reduce the task by assigning one or two situations only and allow students to give one piece of advice for each.
Provide immediate prompts and corrective feedback to help students use should accurately and speak in complete sentences.

Working At GLG

Students work in pairs to discuss all four situations and give two or more appropriate pieces of advice using should.
Encourage students to explain their advice using because to add simple reasons and extend their responses.
Monitor conversations and provide feedback on pronunciation, sentence structure, and use of target vocabulary.
Ask students to listen actively to their partners and respond with an additional idea or follow-up question.

Working Beyond GLG

Challenge students to use both should and shouldn’t when discussing each situation and justify their advice with clear reasons.
Encourage students to extend conversations by asking for and responding to opinions (e.g., “Do you agree?” “Why?”).
Have students create an additional health-related scenario and lead a short discussion with their group.
Ask students to evaluate different pieces of advice and explain which recommendation would be most effective and why.

Main Outcome: ENG.03.S.IP.1.1: Participate in short, simple conversations on familiar and concrete topics using an increasing range of familiar phrases and expressions, although there may be frequent pauses.

Sample Answers:

1

He/She should eat breakfast every day.
He/She should eat a healthy breakfast because it gives energy for school.
He/She shouldn't skip breakfast because a healthy breakfast can help him/her stay focused and active during lessons.

2

He/She should eat balanced meals.
He/She should choose healthy meals because they give energy during the day.
He/She shouldn't eat unhealthy food all the time because balanced meals can help him/her stay healthy and productive.

3

He/She should eat healthy food.
He/She should choose food that gives energy because he/she works long hours.
He/She should eat balanced meals and drink enough water to stay strong and active throughout the day.

4

He/She should take breaks.
He/She should eat healthy snacks because they can help with focus.
He/She shouldn't study for many hours without a break because regular breaks can help him/her feel less tired and stressed.

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Cycle 2 English Language

Cool Down

National Education Charter

Physical and Mental Wellbeing

Read each situation and discuss the questions:

Is this a healthy choice?

A student only eats chips and soft drinks because they are quick and convenient.
A person only eats salad every day because they think all other foods are unhealthy.
A company advertises a drink as "healthy," but it contains a lot of sugar.
A student skips breakfast and feels tired during class.
A businessperson is very busy but chooses balanced meals instead of fast food every day.
A teenager follows health advice on social media without checking whether it is accurate.
A police officer works long hours and makes time to drink water and eat balanced meals.
A person buys expensive "health foods" but rarely eats fruits and vegetables.

What should the person do?

What shouldn't the person do?

Introduce the discussion task and remind students that they will use should and shouldn't to evaluate healthy choices and give advice. Read the discussion questions aloud and check that students understand what they need to discuss for each scenario.
Review key vocabulary from the lesson, including balanced meals, healthy choice, advertisement, accurate, convenient, and health foods. Ask students to explain the meaning of selected words and use responses to assess understanding before beginning the discussion.
Model the task with the first scenario and think aloud as a class. Elicit whether the choice is healthy and ask students to support their opinions with advice using should or shouldn't.
Place students in pairs or small groups and assign scenarios for discussion. Encourage students to take turns sharing opinions, giving advice, and explaining their reasoning using because.
Circulate and listen to discussions, noting students' ability to use the target language accurately and justify their opinions. Provide immediate feedback and questioning to extend student thinking where needed.
Pause periodically and invite selected pairs to share their ideas with the class. Encourage classmates to agree, disagree, or add additional advice, allowing for ongoing assessment of speaking confidence and understanding.
Guide students to consider whether all health claims are trustworthy. Ask questions such as “How do we know this information is accurate?” and “Does something labeled ‘healthy’ always make it a healthy choice?” to promote critical thinking.
Encourage students to compare balanced habits with extreme habits and discuss how both physical and mental well-being can be affected by daily choices. Monitor responses to assess students' ability to connect the discussion to the wider lesson theme.
Ask students to identify the scenario they believe is the healthiest and the scenario they find most concerning. Require students to justify their choices using evidence from the situations and appropriate advice language.
Conclude with a whole-class reflection in which students share one piece of health advice they think is most important. Use responses as an exit check to assess their ability to participate in short conversations, evaluate healthy choices, and apply should and shouldn'tappropriately.

Sample Answers:

1

No, this is not a healthy choice.
He/She should eat balanced meals with different healthy foods.
He/She shouldn't eat chips and soft drinks every day.

2

No, this is not a healthy choice.
He/She should eat a variety of healthy foods.
He/She shouldn't only eat salad every day.

3

No, this may not be a healthy choice.
People should check the nutrition information before buying the drink.
People shouldn't trust every advertisement.

4

No, this is not a healthy choice.
He/She should eat breakfast every morning.
He/She shouldn't skip breakfast.

5

Yes, this is a healthy choice.
He/She should continue choosing balanced meals.
He/She shouldn't eat fast food every day.

6

No, this is not a healthy choice.
He/She should check whether the health advice is accurate.
He/She shouldn't believe everything on social media.

7

Yes, this is a healthy choice.
He/She should continue drinking water and eating balanced meals.
He/She shouldn't ignore healthy habits while working long hours.

8

No, this is not a healthy choice.
He/She should eat more fruits and vegetables.
He/She shouldn't assume expensive foods are always healthy.

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Cycle 2 English Language

I can join in short conversations.
I can listen and tell what simple stories, descriptions or talks are about.

Lesson Outcome Check

Plenary & Reflection