How to Stay Healthy in my Mind and Body A2

How to Stay Healthy in my Mind and Body A2

Key Language:

Health: healthy; tiring; embarrassing; exhausted; fit; feel great; lungs; muscles; bones;

Kelly is late for meeting Tom and Bella at the coffee shop. She apologises and explains that the bus isn’t running, so she had to walk there. They talk about ways to stay fit and Tom shows them a breathing exercise he does every day. What are the benefits of walking? What else do they do to stay fit besides walking?


How to Stay Healthy in My Mind and Body_Transcript

Aim of Activity

15 minutes

To check students’ understanding of the video, sensitise students to the lexical set relating to staying healthy (focus on collocation), and develop their speaking skills by getting them to provide full/extended answers to comprehension questions. 

Steps for Students

Activity 1a 

Click the link: Activity 1a

  1. In pairs or small groups, remember what you know about Bella, Kelly and Tim from the video.  
  2. Decide if the statements are true or false. Provide more information if the statements are true. Correct the false statements.  


Activity 1b 

Click the link: Activity 1b

  1. Words in English often go together, they come in pairs (collocations).  
    • Do you remember these words from the video – boost, strengthen, lose, feel, stay, out of 
    • Do you remember the ‘pair’ for the verb boost? (A: boost your energy).  
    • What is the synonym of ‘boost? (A: improve). 
  2. You are now going to match more word pairs (collocations) from the video.  

There are 2 activities focussing on: 

  • general comprehension of the text (1a)  
  • listening for detail (1b) 

Both activities can be run individually, in small groups or as a whole class.  

Activity 1a – True/False  

Click the link: Activity 1a

  1. Students decide if the statement is true or false.   
  2. Encourage students to provide full, not one-word, answers. Get students to correct all the false statements.   
Activity 1b – Matching (collocations) 

Click the link: Activity 1b

  1. Students identify collocations related to staying healthy. 


📍Before students start the activity, get them to remember some of the collocations used in the video. Write on the board:

boost, strengthen, lose, feel, stay, out of

📍Elicit ‘boost your energy’. Elicit the synonym of boost.  

📍Explain students will now be looking for more word pairs (collocations) related to staying healthy. 

Activity 1a 
  • Kelly is late because there was a problem with the train. (F) A: problem with the bus 
  • Kelly is not very fit. (T) key words- out of shape 
  • Tom is always in a hurry in the morning. (F) A: Bella is in a hurry.  
  • If she doesn’t feel tired, Bella sometimes does yoga in the afternoon. (F) A: she dances 
  • Tom prefers walking to dancing. (T) 
  • Kelly walks to school every day. (F) A: Tom walks to school 
  • Tom walks to school twice a week. (F) A: every day 
  • Bella would like to try a breathing exercise to boost her energy. (T) key words: I’ll give it a go.  
  • Walking doesn’t have many benefits. (F) A: boosts energy; increases concentration; helps to stay fit; helps to lose weight; strengthens muscles; improve heart health; helps to sleep better, etc.
    📍Elicit the key vocabulary when discussing.


Activity 1b (collocations) 
  • Boost concentration 
  • Strengthen muscles 
  • Stay fit 
  • Lose weight 
  • Feel exhausted 
  • Out of shape 

Aim of Activity

45 minutes
Activity 2a (mini-activity) Language presentation – The meaning 

To introduce the examples of the target language presented in the video (Zero and First conditionals), as well as elicit and clarify the meaning of the target language.

Activity 2b (mini-activity) Language presentation – The form 

 To offer students another exposure to the examples of the target language presented in the video (Zero & First conditional), as well as elicit and clarify the form of the target language.

Activity 2c Language practice 

To practise the zero and first conditionals in the context of staying healthy.

Steps for Students

Activity 2a 
  1. Click the link: Activity 2a
  2. In pairs or small groups, decide which three sentences are in the zero conditional, and which three sentences are in the first conditional.  
  3. What are the rules for the zero and first conditionals? Based on the examples from the video that you just categorised, work out the rules for the use of zero and first conditionals.  


Activity 2b 
  1. Click the link: Activity 2b
  2. In pairs or small groups, remember the conditional sentences from Activity 2a. Unjumble the sentences.  


Activity 2c 
  1. Click the link: Activity 2c
  2. You are going to play The Millionaire Game. You will be put into small teams.
  3. There are two types of questions you will have to answer – 500 points and 5000 points questions.  
Activity 2a Language Presentation – The meaning (sorting)

This activity aims to introduce the target structures via examples from the video. The main focus of the activity is to elicit and clarify the meaning of the target language (Zero conditional for facts which are always true & first conditional to express real possibilities in the future). 

  1. Click the link: Activity 2a
  2. Start by writing on the board:  ‘If… ‘ 
  3. Get students to brainstorm ideas and remember some of the ‘If’ sentences from the video. Avoid correcting at this stage, wait until students attempt Activities 2a & 2b so that they can work out the rules themselves. 
  4. Get students to complete Activity 2a by categorising the six examples from the video into zero & first conditional. Elicit and clarify when and why we use both conditionals. Focus on the form briefly, students will have another opportunity to further clarify the form in Activity 2b.  


Activity 2b Language Presentation – The form (Unjumble sentences)

This activity should be done in pairs to elicit and further practise the form of the target language (zero & first conditional).  All the examples used in this activity are the same as in Activity 2a, offering students more exposure to the target language in a controlled way. 

  1. Click the link: Activity 2b
  2. Start by asking students if they can remember the ‘If’ sentences from Activity 2a. Avoid correcting at this stage.  
  3. In pairs, students unjumble the sentences. 


Activity 2c Language practice 

This activity helps students practise zero and first conditional.   

  1. Click the link: Activity 2c
  2. 📍There are five questions worth 500 points (fill in the gap) and five questions worth 5000 points (fill in two gaps) depending on the level of difficulty.
  3. Each round takes two questions to be answered (one easy one and one difficult one). This could be done in pairs or as a whole class with students divided into small groups (each player completes a round, students/groups take turns). The game can be played repeatedly, each time, different questions (sequence of questions) will be displayed.  
Activity 2a

Zero conditional

  • If I don’t feel too tired, I sometimes dance in my room.
  • If my concentration improves, I can study much faster.
  • If we have a test, I can see myself doing it very well.

First conditional

  • If you do it right, you will feel absolutely great.
  • If you walk 30 min a day, you will improve your concentration.
  • If you take the bus, you won’t feel tired when you arrive at school.


Activity 2b
  1. If you walk 30 minutes a day, you will improve your concentration.
  2. If I don’t feel too tired, I sometimes dance in my room.
  3. If you do it right, you will feel absolutely great.
  4. If my concentration improves, I can study much faster.
  5. If you take the bus, you won’t feel tired when you arrive at school.
  6. If we have a test, I see myself doing it very well.


Activity 2c
  1. If you don’t sleep well, you’ll feel very tired tomorrow. 
  2. If we eat too much chocolate, we put on weight. 
  3. If you don’t do enough exercise, you’ll be out of shape. 
  4. You ‘ll be exhausted if you don’t eat a healthier diet. 
  5. If you eat snacks between meals, you won’t feel hungry enough to eat dinner later. 
  6. If she doesn’t eat breakfast every day, she’ll have health problems later. 
  7. If I can’t sleep, I always drink some milk. 
  8. If you can’t concentrate during your exam tomorrow, you should do a breathing exercise. 
  9. If I don’t feel well tomorrow, I will go to the doctor’s. 
  10. She doesn’t do any yoga if she feels tired. 

Aim of Activity

15 minutes

This activity has been designed to help students better pronounce long and short vowels (/u:/ and /u/).

Steps for Students

  1. Click the link: Activity 3
  2. Click on the cards to hear how each word is pronounced. Click on each card as many times as you need and repeat. Listen out for the /u/ sound pronunciation- sometimes it is a short /u/, sometimes it is a long /u:/. 
  3.  Drag and drop each card to match the correct category according to how the sound /u/ is pronounced. 
  1. Click the link: Activity 3
  2. This is sorting task. Students put words in the right category (long and short /u/). 
  3. Students click on each word to hear it pronounced and drag and drop each card into the correct pronunciation box.  
  4. Encourage students to repeat the words as many times as they need to.  
  5. This task can be done individually or in pairs. It is important that there is a feedback session after students have drilled the target language in pairs (a whole class drilling activity conducted by the teacher.) 

Aim of Activity

20 minutes

To increase students’ awareness of mental health problems faced by teenagers, develop their listening and speaking skills in the context of such issues, and provide further practice for the target language (If statements) in the context of giving advice about depression.

Steps for Students

Click the link: Activity 4

  1. Watch the video and answer the three questions.  
  2. In small groups, think of what advice you would give to teenagers who suffer from depression. Think of what you could do to help them.

Click the link: Activity 4

This activity aims to sensitise students to the issue of mental health problems. Students will also have opportunity to discuss the issue as a whole class and think of ‘If’ sentences to advise teenagers about what they can do if they suffer from depression. 

  1. 📍Start the lesson by asking students how strongly they feel about having a healthy mind, not just a healthy body. Elicit what problems teenagers may have in terms of mental health.  
  2. Prepare students for watching the video by explaining that it has a rather powerful content.  
  3. Play the video. As students are watching, the video will stop three times to ask comprehension questions. Give students time to answer the questions in pairs. Q3 calls for a discussion. Encourage students to share their opinions.  
  4. 📍As a follow up, regroup students and get them to think of what advice they could give to teen students who suffer from mental health issues and how they think they could help them.  
  5. Encourage students to use the target language (If you ….) but give students the flexibility and freedom to use whatever language they want- the aim is to get students to speak, not to force them into using specific forms.

1. Which of these problems does the girl mention in the video? 📍She is sad / stressed / tired / ugly / too fat.

2. ‘I’m just having a really hard time.’

3. What message did she send and why? 📍I’m depressed.


Aim of Activity

60 minutes

To help students in integrating speaking skills and life competences, including collaboration, teamwork, negotiation, creativity and critical thinking, as well as practise and personalise the target language in the context of staying healthy tips for teenagers, and developing presentation skills.

Steps for Students

Activity 5a 

You are going to play a game. In small groups, you will need to make If sentences from random clues. You will need to use your imagination and humour ;=) 

Your teacher will give you time to prepare your sentence in your group before you share your ideas with other teams. All teams will then decide on the best and/or the most interesting answer.  

Activity 5b 
  1. You are going to work in small groups to design a short guide to help teenagers stay healthy.
  2. Before you start working on your own guide, remember some of the ideas discussed in Activity 5a and also all the previous activities in this Module. 

Click the link: Activity 5

Activity 5a 

This game would best be played as a whole class. The aim is to help students generate more ideas and language for the follow up project work.  

  1. Divide students into groups and explain that students will have to make sentences from random clues.  
  2. 📍Demonstrate how to play the game.  
    • Step 1: Click on the blue arrow on the right to spin the randomizer.  
    • Step 2: Use the Who/What/When/Where clues to make the first clause of your ‘If’ statement:
      If Bella eats a lot of chocolate late in the evening outside, …
    • Step 3: Finish the sentence with your own idea:
      She will soon put on weight

📍Turn it into a competition: the most interesting sentence is the winner. Encourage students to be humorous and creative. Remind students that they have to be careful how they use the tenses in ‘If’ statements.  


Activity 5b
  1. Regroup students and ask them to create a ‘Short Guide to staying healthy – Tips for Teens by Teens’.  
  2. 📍Get students to brainstorm all the different ideas about staying healthy discussed and practised in the previous 4 activities. Using those ideas and adding their own ideas, students create a short guide to staying healthy.