WC. Write on WB "Growing old isn't too bad when you consider the alternative." Ask sts what they think about growing old. Address the word "alternative" if needed, but only with gestures (choking to death, mime hand slice to the neck sticking tongue out, etc). Do they fear growing old? Are they looking forward to it? What problems do they think they will experience when they are old? What age would they like to live to?

Give "Lifestyle" HO to class. While they pass copies to each other, write on WB "You'll live longer if you...". Chest HO and direct sts to the Reading Exercise 1 at the top. Group sts into PW and instruct sts to "Work with your partner and choose the best word in bold that fits with the word/phrase listed." Walk them through the first one together if needed to give a clear example. ICQ: "Which words are you choosing the answers from?" --the ones in bold. Give them 3 minutes and while they are working, write a-f on the WB below "You'll live longer if you..." phrase, with the corresponding word before the answer option from the exercise (i.e. a) low- _______). Address any vocabulary clarifications while monitoring PW. This will re-familiarize students with collocations, and will be useful to refer back to later in the collocation exercise. When 3 minutes are up, have sts go up to WB and fill in their answers. After they sit down, check answers with WC. CCQ: "Why did I write the other word on the board with your answers?" -because they are words that go together.

Chest HO and direct sts to the picture from the reading text under reading exercise 2. Ask sts "Don't read the exercise yet, let's look at the picture of Chiako. How old do you think Chiako looks? Where do you think she is from?" This will spark the students interest and set the specific context for the reading text. Instruct sts "You will have 5 minutes to read this article about Chiako's lifestyle in Japan, then on your own, answer the question: which tips from exercise 1 are mentioned in this article?" ICQ: What tips are you looking for in the reading?" --tips from exercise 1. While sts are reading, write "Which tips from exercise 1 are mentioned in the article?" on the WB. Check answers with WC (All tips from exercise 1 are mentioned in the article). Address any lexis clarifications (i.e. definition of gate-ball). CCQ: "Can I take a magic pill to live longer?" -No "What 3 things do the people of Okinawa say we need to live longer?" --good friends, a healthy diet & a stress free lifestyle.

Chest HO and direct sts to the question under Reading Exercise 3. "Take 2 minutes to discuss & compare with your partner: How different is your lifestyle from the one described on Okinawa?" ICQ: "What are you comparing your lifestyle to?" --the one described in Okinawa. When 2 minutes are up, go around the room and have sts tell the WC what they learned about their partner's lifestyle. CCQ: Is your partner's lifestyle different from the people of Okinawa? How? Does your partner wish to live like the people in Okinawa?" Discuss WC. Get FB from class: "Did you like reading about the lifestyle of the people in Okinawa? Does it make you rethink your own lifestyle?"

GW- 3 people (depending on class size). Chest HO on collocations. Instruct sts: "Look back through the article on Okinawa. There are key words in the article that match the sentences in this exercise." Mention that the HO gives the first letter of the word they are looking for & if they still look confused, walk through the first one (a) together, to give them an example to go off of. (brisk). ICQ: Where are you finding the words to complete these sentences?" --the article. Give them 3 minutes. While they are working, write a-f on the WB and use the same technique from exercise 1 but this time draw 2 blanks (_________ __________). Fill in the first one if they need an example. Have sts come up to the white board and write their answer + the word(s) from the sentence they think go best. Check answers with class. CCQ: Write the word "Collocation" on the board. Elicit the meaning from the class pointing to the words that go together on the WB and using gestures.

Count sts 1-2-3-4... to assign them new partners for the final activity. Give sts HO for anecdote with directions at the top: "Tell your partner about the healthiest or fittest person you know. Choose things you want to talk about from the list below. Think about what you will say and what language you will need." Give sts 2 minutes to think about this. ICQ: Are you talking to your partner right now?" --No. Just thinking about language. Announce 2 minutes up and instruct sts to talk with their partner using topic questions from the list on their paper. Sts talk for 5-6 minutes. Monitor and encourage conversation where there are gaps or silence but do not make corrections until after the exercise is over (major corrections only as this is practice for fluency and should give students confidence to speak freely without worrying about accuracy immediately).

Sit down with sts if appropriate (smaller class/seating arrangement makes sense). Ask them "How was the last exercise? Did you enjoy practicing speaking? Did you have any trouble thinking about what language you were going to use? Why do you think we have you work in pairs for speaking exercises? --because it's more realistic. Normally you would be speaking to 1-2 people at most, not a whole class." Praise them for a good class and encourage them to practice speaking whenever possible!