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REEP World: Healthy Food

Example Web Site and/or Technical Equipment Required


Website Example:

More Ways

Computer(s), Internet access, projector (optional), speakers and/or headphones

Activity Description

Use this Web site with beginning level English learners and those who are learning to use computers. Students practice mouse skills, typing, navigating a Web site while practicing listening, speaking, reading, vocabulary, comprehension, and life skills in the topics of health, family, and work. The content within the family and work sections contains the stories of adult immigrants and their experiences.


  1. Make sure that the site is not blocked at your school before using it with students.
  2. Set the volume on the computer to an adequate level.
  3. Preview the site and choose a section, or individual lessons within a section that, suit your teaching objectives.


  1. Open the Example Web site (above).
  2. Select the first box (top-left), How to Use this Website, (optionally), and select 1. How to use the Mouse (for novice computer users) and listen/follow the instructions. Select Next and go through the instructions.
  3. If instruction on mouse skills is not necessary, select 2. How to Use this Website and/or 3. How to learn English on this Website.
  4. Alternately, you can go directly to the exercises by selecting a topic: Health , Family , or Work .
  5. Within the topic, move your mouse around to select a story to learn about.
  6. Follow the onscreen instructions and audio to practice reading, vocabulary, comprehension, and life skills reading.

Teacher Tips

  • Within Health, the subtopics are The Body, Healthy Living, Food, Health Problems, Emergencies, and Medicine. By completing lessons in the health section, students learn vocabulary by listening, seeing images, reading, matching, writing/spelling by typing.
  • Within Family, there are an introduction and five stories of immigrant families. Students practice by listening/watching an animation/video; reading and listening to sentences; practice vocabulary by selecting images; listening to audio of words, and repeating what they hear; check comprehension by reading and selecting answers; and practice life skills reading with an activity.
  • Within Work, there are four immigrants’ stories that students listen to, read, and practice with online vocabulary, comprehension, and life skills activities.
  • There are also teacher resources , which include vocabulary, images, transcripts and story cards that can be downloaded, printed, and photocopied for stories on the Web site.

More Ways

  • See also the Adult ESL Curriculum Home page  within REEP, which has several resources, including links on instructional planning; curriculum content for reading development, writing development, and grammar; learner assessment, technology integration, and other resources.
  • In particular, there are links to lesson plans for several life skills units  with level, topic, and grammar integration, a technology curriculum, work and technology modules, and family literacy curriculum.


  • Beginning Low
  • Beginning High


Basic Communication

  • (0.1) Communicate in interpersonal interactions
  • (0.2) Communicate regarding personal information

Basic Communication

  • (3.6) Understand basic health and medical information
  • (3.5) Understand basic principles of health maintenance
  • (3.4) Understand basic safety measures and health risks
  • (3.2) Understand forms related to health care
  • (3.1) Understand how to access and use the health care system
  • (3.3) Understand how to select and use medications

Basic Communication

  • (4.6) Communicate effectively in the workplace
  • (4.5) Effectively use common workplace tools and technology
  • (4.1) Understand basic principles of getting a job
  • (4.2) Understand wages, benefits, employee rights, and concepts of employee organizations
  • (4.3) Understand work-related safety standards and procedures

Basic Communication

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OTAN activities are funded by contract CN200091-A2 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.