New lesson plan: Stuart.TP1.January.13th

Stuart P. Horsey Jr.

Stuart.TP1.January.13th - Pre-Intermediate / B1 level

Stuart.TP1.January.13th
Pre-Intermediate / B1 level

Description

This lesson will focus primarily on reading and vocabulary expansion. It includes a variety of content, including an introduction to the concept of a 30-Day Challenge, a brief story of one person who engaged in such a challenge, and some tasks to relate to the person's story. The students will first choose from a list of potential lifestyle changes that are interesting or not to them. These ideas for change are fundamental to the concept of a 30-Day Challenge. They will compare answers with a partner. They will then read a story of a Google manager who took up his own 30-Day Challenge, and answer some simple questions to further their comprehension. We will wrap up the lesson with a more extensive discussion on lifestyle changes and impacts.

Materials

Stuart.TP1.Lead-In&Post-Task(Divided by Frame)

Stuart.TP1.Text

Viewform?usp=sf link?size=16&default=html

Stuart.TP1.WH.Questions

Stuart.TP1.Googleslides

Stuart.TP1.Lead-In&Post-Task(Divided by Frame)

Stuart.TP1.Text

Stuart.TP1.WH.Questions

Stuart.TP1.Googleslides

Main Aims

To practice reading to get the gist of the 30-day challenge concept.
To provide reading practice to analyze specific information about the process of forming better habits, such as is illustrated with the 30-day challenge.
To illustrate a use of the common verb "get" and foster understanding of it.

Subsidiary Aims

To introduce vocabulary about lifestyle changes and hobbies that people engage in or at least acknowledge as interesting topics.
To foster solidarity in the class with an inspirational topic.

Procedure (30-45 minutes)

Lead-in (3-8 minutes) • To set lesson context and engage students

I will share the Jamboard link with several questions to get the students thinking and talking about lifestyle changes that they've experienced and ones that they can theorize. We will all talk about several lifestyle change options and their potential impacts.

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

I will link to Google Slides and challenge the students to match each of a few essential words to their definitions. They can check with each other for agreement in an open setting. I will help them practice pronunciation by getting them to repeat each word. I will briefly go over the meaning of each as well as quiz them on what type of word it is and in what tense (most are verbs).

While-Reading #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading tasks

In this case the students will read to themselves for gist, from a text that I will provide on Google Jamboard.

While-Reading #2 (11-13 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks.

The students will review the text in the context of the WH questions. They will be reading for more detail in order to grasp the information more thoroughly a second time. They will first answer three questions on Google Forms and then review their answers amongst themselves in private messages on Zoom chatbox.

Post-Reading (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will reveal the correct answers and allow time for questions and discussion for the benefit of the students' clarity. We will use a list of lifestyle change ideas provided by the resource. I will ask - Was there a particular lifestyle change that Matt Cutts succeeded in that surprised you the most? I will use Google Jamboard a third time and ask them to make a mock plan for how to accomplish one or more of the changes that pique their interests. There will also be time for a DEC if applicable.