So you think you know what's good for you
To provide scan and detailed reading practice using a text about thing that are good or bad for you in the context of life's ups and downs
To provide fluency speaking practice in a thing that are good or bad for you in the context of life's ups and downs
To provide clarification, review and practice of vocabulary from the text about things that are good or bad for you in the context of life's ups and downs
Procedure (38-48 minutes)
T asks sts to look at the picture on pg 18 and to read the title of the article on pg 19 an then predict what the article will be about. T puts sts into pairs and asks them to make two lists: things that are good and things that are bad for you. T gives example.
T elicits new vocabulary. T puts sts into small groups and asks them to add things from the box on pg 18 to their lists. Some things may go on both lists.
T puts sts into groups A and B. The teacher shows definitions of some of the words in the text using OHP. Sts from group A will read the part A of the text and sts from group B the part B. Both groups have to find words from the definitions in their part of the group. In feedback, T hands out the answer sheets. Students will be skimming, scanning and guessing meaning from context during this exercise
Sts stay in same groups and this time they read the text in more detailed way to choose the correct alternative answer in sentences on pg 18. T gives answers on OHP.
When they have finished the reading task, sts get into pairs with people from another group (student A and student B) and briefly explain what they have learnt from the article. They also discuss the questions from exercise 3 and 4 on pg 18.
If there still time, T asks sts to do the additional vocabulary practice task. It's a health quiz where sts need to complete the gaps with words from the text they have previously read.