Unit 8 Lesson 2: Healthy and Strong

Unit 8 lesson 2: Healthy and strong Answers
Learner’s Book pages: 106–107 Learners’ own answers.
Activity Book pages: 90–91

Language detective
Lesson objectives • Learners read the question and the example. Ask
Listening: Listen for new information. them to find the sentences in the text.
Speaking: Speak about healthy habits. • Elicit the answers.
• Elicit more examples from the class. Copy them
Reading: Read about staying healthy.
on the board and ask the class to copy in their
Writing: Write about dental health.
notebooks.
Language focus: Quantifiers: plenty; Future: will; Answers
will for promises. a lot of, lots of
Vocabulary: healthy, strong, keep clean, grow,

protein, mix, balance, swap, bend, lean, asleep, rest, For further practice, see Activity 1 in the
germs, tiny, wash away, brush, toothbrush, toothpaste, Activity Book.
sugar, sweets
3 Write
Warm up • This activity assumes that most learners know the
basic facts that they should brush their teeth twice
• Ask the class how often they brush their teeth, wash
daily with toothpaste and shouldn’t eat too many
their hands, how many hours they sleep and if they
sweet things.
go to bed early or late.
• Discuss ideas before learners prepare their posters.
1 Talk about it Supply additional vocabulary as necessary: brush,
• Ask the class: What can we do to stay healthy and toothbrush, toothpaste, sugar, sweets.
strong? Learners discuss their answers. Make a class • Learners prepare their posters.
list of ideas on the board. Answers
Answers Learners’ own answers.
Learners’ own answers.
4 Use of English
2 Read • Ask learners to work in pairs. Read the question and
• Tell the class that they are going to read about explain what language we use to make promises,
staying healthy. i.e. will.
• Tell learners to open their books and direct their • Explain that we use will with all the pronouns.
attention to the activity. Focus on the pictures and Negative forms are not mentioned in the examples. If
ask the class to predict what information they will you choose to include them or if learners suggest
listen to and read about. Tell them not to read the examples with negatives, point out that we tend to
text, just to have a quick look. contract ‘will not’ to ‘won’t’, e.g. I won’t eat lots of
• Elicit ideas. How do they know? What helped them? sweets.
(The headings.) • Elicit some more examples. Then learners discuss
• Play the audio at least twice and ask learners to the answers to the questions and write them in their
follow in their books. notebooks.
• Play the audio again, stopping after each section of • Informal assessment opportunity: Circulate,
the text. Discuss new vocabulary with the class. listening to learners’ interactions. If necessary, help
• Ask learners to discuss the answers to the questions with vocabulary and language. Make notes of
in pairs. Allow a few minutes for this. performance and mistakes for remedial work.
• Ask them to compare the information they read
Answers
about with the list you made on the board.
• Read the text again and answer the questions in
each section as a class.
For further practice, see Activities 2, 3
Audioscript: Track 54 and 4 in the Activity Book.
See Learner’s Book pages 106–107.
1 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019
Wrap up
Differentiated instruction
• When they have finished doing Activity 4, ask
Additional support and practice
learners to share their answers with the class.
• Home–school opportunity: Learners talk with • Ask learners to make a poster for younger
learners about How to keep healthy with
the family about staying healthy. What healthy
information they have learned in this lesson.
habits does the family have? What promises can
• They write another paragraph to add to the
they make to improve this? text ‘How can we stay healthy?’ and add it to
the poster.
Activity Book Extend and challenge
1 Word study • After learners have done Activity 4 in the
• Learners read the clues and write the words in the Activity Book, invite them to share their ideas
and discuss the different games.
crossword puzzle.
• They could hold a class vote to see which
Answers game is the most popular and which will give
Across: 5 exercise 6 soap 7 sleep them the most exercise.
Down: 1 vegetable 2 muscles 3 water 4 germs
2 Use of English
• Learners answer the questions using I will or I’ll.
Answers
3 Read
• Learners read and match the instructions and the
picture.
• Then they decide which game is the most fun and
draw a happy face by the picture.
Answers
1b2c3a
Which game is the most fun? Learners’ own answers.
4 Challenge
• Learners think of another game that is good
exercise. They draw a picture and write the name of
the game.
• They write instructions explaining how to play it.
• Home–school opportunity: Learners tell parents
and siblings about the games. They can explain how
to play them and choose one to play together.
Answers
2 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019

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Unit 8 lesson 2: Healthy and strong Answers

Learner’s Book pages: 106–107 Learners’ own answers.

Activity Book pages: 90–91

Vocabulary: healthy, strong, keep clean, grow,

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