Health & Well-being
A complete two-session B1 lesson built around quantifiers — too much, too many, and (not) enough — the grammar of balance, giving students the language to talk about diet, sleep, exercise, and stress. Includes a featured interactive reading, audio scripts, answer keys, and a self-grading workbook.
Can-Do Statements
By the end of this lesson, students will be able to:
- Talk about a healthy lifestyle — diet, exercise, sleep, and mental health.
- Use quantifiers (too much, too many, (not) enough) to talk about balance.
- Give and justify health advice ("You drink too much cola; you don't get enough sleep").
- Use key vocabulary — well-being, balanced diet, work out, stress, mental health.
- Read and understand an article about health habits and answer comprehension questions.
- Write a short wellness plan using quantifiers.
Vocabulary & Phrases
This vocabulary set is shared across the lesson plan, the workbook flashcards, and the reading article.
Health, Body & Mind
- well-being · a balanced diet · nutrients
- to work out · a workout · stamina · fit
- to stay hydrated · hydration · calories
- stress · stressed · to relax · relaxation
- mental health · mood · energized · exhausted
- a habit · endorphins · a check-up
Talking About Balance
- You eat too much / too many…
- You don't get enough…
- It's good / bad for your health.
- I'm trying to cut down on…
- It helps me relax / feel energized.
- You should… / Why don't you…?
The Engine of the Lesson
Quantifiers — the grammar students need to talk about "too much" and "not enough".
1. too much / too many (= more than is good)
Use too much with uncountable nouns and too many with countable (plural) nouns. Both mean there is a problem — more than we want.
| too much | You eat too much sugar. He drinks too much coffee. |
| too many | I drink too many energy drinks. There are too many calories in it. |
2. (not) enough (= the right amount / less than we need)
Enough means the correct amount. Not enough means too little. Enough goes before a noun but after an adjective.
| enough + noun | Do you drink enough water? She gets enough sleep. |
| not enough + noun | He doesn't get enough exercise. |
| adjective + enough | I'm not fit enough to run 10 km. |
3. Putting it together for health advice
Trap: "too much" / "too many" are negative (a problem). Don't confuse with "very" — "very healthy" is good, but "too much salt" is bad. And remember: much for uncountable, many for countable.
The Surprising Science of Feeling Good
A fresh, interactive, self-grading article built for this unit. It carries the lesson's vocabulary and quantifier language, so it fits perfectly into Session 2 — or set it as homework.
What's inside
- An engaging article on movement, sleep, food, and mental health — and the science behind feeling good.
- Self-grading comprehension questions with instant feedback and a score.
- A "good for you vs bad for you" sorting task and a vocabulary flashcard deck.
- A discussion box to extend the topic into speaking.
How to use it: project it for shared reading, or assign it for homework before the discussion. Students read, then tap Show My Score on the comprehension quiz and bring the result to class.
Open the Reading →Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
1. Warm-Up — Healthy or Not?
Call out habits (eight hours of sleep, three energy drinks, a long walk). Students vote "healthy / unhealthy" with thumbs and say why.
Interaction: Teacher → whole class.
2. Vocabulary — Well-being
Present the shared vocabulary (well-being, balanced diet, work out, stamina, stress, mental health). Drill collocations: a balanced diet, stay hydrated, cut down on sugar.
Interaction: Teacher → class.
3. Grammar — Quantifiers
Write "sugar" (uncountable) and "energy drinks" (countable) on the board. Elicit "too much sugar / too many energy drinks". Add the (not) enough rule and the adjective + enough pattern.
- Concept check: "Sugar — much or many? Why? Does 'too much' mean good or bad?"
- Controlled practice: students do the workbook's quantifier and word-order tasks.
Interaction: Guided discovery → individual.
4. Speaking — The Wellness Makeover
The centerpiece (full instructions in the Activities section). Groups get a profile of someone with unhealthy habits and redesign their week, using quantifiers to explain the problems and the fixes.
Interaction: Small groups.
5. Wrap-Up
Each group shares their best piece of advice. Set the reading article for homework if you'll discuss it next session.
1. Review — Much, Many, Enough
Hold up word cards (water, snacks, sleep, calories, exercise). Teams race to make a correct quantifier sentence for each. One point per accurate sentence.
Interaction: Teams.
2. Reading — The Science of Feeling Good
Use the interactive reading page (linked above). Students read the article and complete the self-grading comprehension and the "good vs bad for you" sorter.
- Pre-reading: students predict the article's four health topics.
- While reading: underline one fact that surprised them.
- After: compare, then tap Show My Score.
Interaction: Individual → pairs.
3. Listening — Feeling Tired
Play Audio 2 (script below). Students complete the workbook's listening task. Play twice.
Interaction: Individual → class check.
4. Writing — My Wellness Plan
Students write a short wellness plan (80–100 words) about what they will change, using quantifiers.
Model: "I want to feel healthier. At the moment, I drink too much cola and I don't get enough sleep. I also spend too many hours on my phone. So, I will drink more water and go to bed earlier. I will work out three times a week and eat a balanced diet with enough fruit and vegetables. Small changes, big difference!"
- Target: 4+ quantifiers (too much / too many / not enough), shared vocabulary.
- Students self-check against the workbook checklist, then review the flashcards.
Interaction: Individual.
5. Share, Score & Reflect
Students read their plan to a partner, who suggests one extra idea. Then they tap Show My Score in the workbook and show you the result.
Speaking Activities
The centerpiece is The Wellness Makeover. Rotate the games below across lessons.
The Wellness Makeover
Groups of 3–4. Goal: redesign an unhealthy week using quantifiers and advice.
- Give each group a profile card — e.g., "Max sleeps 5 hours, drinks 4 colas a day, plays video games all evening, and never exercises."
- Groups identify the problems with quantifiers: "He doesn't get enough sleep. He drinks too much cola."
- They design a healthier week with specific changes and reasons.
- Each group presents their "makeover" to the class. The class votes for the most realistic plan.
More Activities (rotate these)
Health Survey
Students write five "How much / How many / Do you get enough…?" questions, interview three classmates, and report: "Most people don't get enough sleep." Builds questions and reporting with quantifiers.
Myth or Fact?
Read out health statements ("You must drink 3 litres of water a day", "Chocolate is always bad"). Teams decide myth or fact and explain. Sparks debate and recycles vocabulary.
Diamond 9 — Healthiest Habits
Give nine habit cards (sleep well, drink water, do yoga, eat vegetables…). Groups rank them from most to least important for well-being and justify their choices.
Well-being Taboo
Describe a word (stamina, balanced diet, stress, endorphins) without saying it or three taboo words. Teammates guess. Fast vocabulary recall through paraphrasing.
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1My Healthy Habits (model)+
Speaker: I used to feel tired all the time. I drank too much cola, I ate too many snacks, and I didn't get enough sleep. So I made some changes. Now I drink more water, I go to bed earlier, and I work out three times a week. I don't go to a gym — I just walk and cycle. I also try to relax and take breaks from my phone. Honestly, I feel so much more energized now.
How to use: Play once as a model before the speaking activity. Ask students to catch the quantifiers ("too much cola", "too many snacks", "not enough sleep") and copy the pattern.
Audio 2Feeling Tired (listening task)+
Ava: You look really tired, Sam. Are you okay?
Sam: Not really. I feel exhausted all the time.
Ava: How much sleep do you get?
Sam: About five hours. I study late and then I can't stop watching videos.
Ava: That's not enough. Teenagers need eight to ten hours. Do you drink a lot of coffee?
Sam: Yeah, maybe too much. Four or five cups a day.
Ava: That's probably the problem. Too much caffeine keeps you awake. And do you exercise?
Sam: Not really. I don't have enough time.
Ava: You don't need a gym. If you walk for twenty minutes a day, you'll feel better and sleep better.
Sam: Okay, I'll try. Less coffee, more walking, and earlier nights!
How to use: This is the source audio for the workbook's Listening task. Two voices work best. Play for gist first ("What's Sam's problem?"), then for detail. Notice the quantifiers: too much caffeine, not enough sleep, not enough time.
Audio 3Pronunciation — weak "enough" (optional)+
Listen-and-repeat. "enough" is /ɪˈnʌf/ — the stress is on the second part, and it ends in an /f/ sound.
enough sleep · enough water · not enough time · fit enough
How to use: B1 students often mispronounce "enough". Model the /ɪˈnʌf/ sound and drill the noun and adjective patterns so the quantifier sounds natural.
Workbook & Reading Answers
These match the self-grading workbook and reading page. Both grade automatically; keys are here for board correction.
Workbook Reading — Teaser
- What does movement release in the body? — endorphins
- How many minutes a day should young people be active? — about 60 / sixty
- Movement can be done in… — small pieces / short bursts
Listening — Fill in the Blank (Audio 2)
- Sam gets about five hours of sleep.
- Teenagers need eight to ten hours.
- Sam drinks four or five cups of coffee a day.
Listening — Multiple Choice (Audio 2)
- What is probably keeping Sam awake? — b) too much caffeine
- What does Ava suggest? — c) walk for twenty minutes a day
Grammar — Quantifiers
- You eat too much sugar.
- I drink too many energy drinks.
- He doesn't get enough sleep.
- There are too many calories in fast food.
- She doesn't drink enough water.
Word Order
- He doesn't get enough sleep.
- I drink too many fizzy drinks.
Reading Page — Comprehension
- What does movement release? — endorphins
- How many hours of sleep do teenagers need? — eight to ten
- What does a bright screen at night reduce? — melatonin (the sleep hormone)
- Name one part of a balanced diet. — fruit / vegetables / whole grains / protein
- Sugary snacks make you… — b) crash and feel tired soon after
- The article's main advice is… — c) start with one small habit
Reading Page — Good vs Bad (sorter)
- Good for you: drinking water, sleeping 8 hours, walking every day
- Bad for you: too much sugar, too many energy drinks, sitting all day
Common Student Errors
Watch for these at B1 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "too many sugar" | "too much sugar" | Sugar is uncountable → much, not many. |
| "too much snacks" | "too many snacks" | Snacks is countable (plural) → many, not much. |
| "I don't sleep enough hours." (word order ok, but…) | "I don't get enough sleep." | Enough goes before the noun: enough + sleep. |
| "I'm not enough fit." | "I'm not fit enough." | Enough goes after an adjective: fit + enough. |
| "You eat too much." (meaning "very much, and it's good") | Use "a lot" for neutral amounts. | "Too much/many" is always a problem. Use "a lot of" when it's not negative. |
| "I have too much stress." (often fine, but watch countability) | "I have too much stress." / "too many problems" | Check each noun: stress (uncountable) vs problems (countable). |
Extension & Homework
In-Class Options
- Design a "balanced day" timetable and present it with quantifiers.
- Write a one-week wellness challenge for the class.
- Use the workbook flashcards to quiz a partner on the vocabulary.
At-Home Practice
- Read the interactive article and complete the comprehension quiz; bring your score.
- Keep a two-day health diary (sleep, food, movement) and write what you'll change, using quantifiers.
- Finish any workbook tasks and review the flashcards.
How to Measure Success
Ready to run the lesson?
Open the student workbook (self-grading, with flashcards) and the interactive reading article. No login.
Open the Student Workbook Open the Reading