A healthy lifestyle
To provide clarification of the present perfect tense in the context of health, healthy habits and routines, and introduce for/since.
To provide fluency speaking practice in a genuine communication in the context of health, healthy habits and routines
To provide gist reading practice using a text about healthy lifestyles in the context of health and exercise.
Procedure (57-89 minutes)
T will show a selection of photos on a PPT. T will elicit from the ss about what they think the pictures show - (humorous pictures of a healthy and unhealthy lifestyle). T will then draw two columns on the board, in one column 'what do you do to keep fit and healthy?' and the other 'Do you do anything which isn't healthy?' T will show some examples of my healthy and unhealthy habits. T will instruct ss to work together to think of some examples and then write them on the W/B. T will then remove the answers, and instruct ss to move around asking each other questions. T will monitor to listen for any incorrect speech, making a note of any in corrections for delayed feedback.
T will show the title and the pictures of the article. T will ask ss to make some predictions about the possible content of the article. T will write down the predictions on the W/B, along with the ss name. This will be used to at the end to see if their predictions are correct.
T will form ss into groups of four. T will then hand out a separate article to each ss. T will instruct ss to read the article for 30 seconds.T will ask ss if their predictions were correct.
T will give ss another chance to read the articles, following on from this T will give ss a set of cards with numbers on them. T will instruct ss to match the number with their article. T will instruct ss to talk to their partner about why those numbers are important.
T will show a number of sentences, for example 'scientists have studied Okinawans since 1970'. T will then ask CCQs, according to the book. T will then highlight examples of the tense with 'for/since'.T will show two different sentences and elicit from the ss the difference. T will highlight the form by eliciting from the ss. T will then arrange ss into pairs. T will then give two sets of cards. One set will have 'for' and the other 'since'. The other pile will be phrases, such as 'ages' and '2pm'. T will instruct ss match the cards under the correct heading. T will demo the first two with the WC. During the activity T will move around monitoring, any mistakes will be noted as used for delayed feedback. Also if ss are really struggling then T will help. After finishing the activity, ss will move clockwise checking their classmates efforts. If they think the cards are correct then they will leave them, if they think there are any mistakes, then ss will move the two cards apart. T will then show an answer key on the board.
T will then split the class into two groups. One group will want to live over 100 and the other will disagree, Each group can discuss and produce a mind map for their argument. After discussing, ss can then write 4 or 5 notes (bullet points). Each ss will then say and explain their sentence. Their aim is to convince the other ss they are right. Continue this until all ss have completed.