New lesson plan: Lifestyles changes

motassem bowarshi

Lifestyles changes - B2 level

Lifestyles changes
B2 level

Description

In this lesson, SS will be introduced to a new topic "lifestyle changes" from the book: straightforward. It is a reading lesson with some speaking activities and vocabulary practice. The text is about Ginny who tried "The life coaching method" and she talked about her experience during the sessions. They are some questions to check the students understanding. Speaking exercise is also applied for more engagement with the topic and to encourage students to get more involved.

Materials

Miscellaneous pictures

H/O choose the best word a-c to complete the sentences

H/O 2 Questions about the text

H/O 4 Work in pairs, discuss these questions.

H/O 1 Work in pairs, discuss these questions.

Miscellaneous pictures

H/O choose the best word a-c to complete the sentences

H/O 2 Questions about the text

H/O 4 Work in pairs, discuss these questions.

H/O 1 Work in pairs, discuss these questions.

Main Aims

To provide detailed reading practice using a text about Getting advice from life coaches on how to change your lifestyle in the context of close up life coaching. We will read an article where a life coach talks about helping a client to change her lifestyle: his client talks about her experience with the life coaching sessions.
To provide detailed reading practice using a text about Lifestyles changes

Subsidiary Aims

To provide fluency speaking practice in a Lifestyles changes
To provide fluency speaking practice in the context of life coaching session
To provide practice in the context of Lifestyle changes

Procedure (42-51 minutes)

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

- I will project some pictures about lifestyle changes on the board and ask students what do they get from them. elicit the main topic from the students then move on to reading ex - I may ask some questions like: *Has there ever been anything in your life that you really wanted to do (or stop doing), but you needed someone else's help to encourage you, give you advice or support you? *Your best friend wants to give up smoking. What's the best way to help them? *When your friend needs help, is it best to give them advice or to listen?

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible

- SS work in pairs and discuss the two questions in ex 1 "What would you like to change about yourself or the way you live?" -Why? Is it beneficial or harmful? -What will happen if you don't change that thing? -Why is it necessary? "How would you go about making the change?" -Is there a timetable to make the change? -Will you ask help from a certain person? -What are the things that will keep you motivated? FB: Peer check. Then: WC feedback

While-Reading (17-20 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- I will hand (indicate) the questions to SS and ask them to read the questions then read the whole text at once (The introduction, text A and text B). - I will ask SS to do the first 5 questions first then check in PW followed by WCFB. - Then the next 7 questions SS will be doing, followed by PW check followed by WCFB.

Post reading speaking preactice (8-10 minutes) • Speaking practice After reading and exchaning ideas

-Exercise 4 Speaking practice After reading to exchange ideas. Ss will work in pairs and discuss the questions. 1- Do you know anyone who has given up (or tried to give up) smoking? How did they do it? CCQ: - Was it challenging? - Did you help? - How long did it take - Was any relapse during this journey? 2- Do you think that going to a life coach is a good way to stop smoking? CCQ: -Why? Is it necessary? -Do you think it will be helpful? -Do you recommend it to your friends? 3- Have you ever made a significant change to your lifestyle? What was it? Did you find it difficult? CCQ: - Was is hard?

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Vocabulary exercise from the student's book to practice some vocabulary. SS will choose the best word a-c to complete the sentences. PW check. WCFB with the answer keys on the board. - Problem: They may not be able to figure out one or two words. Solution: CCQs and I will try to make as reasonable as possible.