Bethan Bethan

Intermediate B1+ level


In this lesson Ss will use brainstorming and drama techniques to develop ideas to use in a conversation about themselves.


2phigdb3s4u1xg39scwb my big decision HO1

Main Aims

  • To provide guided fluency speaking practice in a conversation in the context of live changing decisions.

Subsidiary Aims

  • Students will practice recalling and using vocabulary related to their lives and wishes.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Set the pace with a quick-fire mind-mapping word association game. 4 simultaneous brainstorms spread across 2 WB's, using picture stimulus. Give occasional prompt words to encourage Ss to respond to each others words. Have a look at your ideas. Any questions for each other?

Exposure and drill (4-5 minutes) • To boost confidence for speaking tasks through dramatisation and drill vocabulary

I'm going to mime one of the words from the board. You have to guess which one. ICQ's - I'm going to mime. What are you doing? Guessing which one. When you guess, shout out the answer. Demo. Now it's your turn. Everyone choose a word from the board that you know. But don't say it. (Pause) Think about how to mime it. (pause). OK 1st student.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Show picture of girl dreaming about horse riding. Elicit from Ss, She wants to ride a horse, it's her dream to be... Think about when you were younger. Don't say anything. What did you want to be? What was your dream? Pause. I'll show you mine. I'll pose- you guess. (I always wanted to be a singer- write on WB). So what was your dream. Think about a pose. What position will you stand in?. Have you got one? Stand up pose. Now don't move. I'll walk around and when I touch your shoulder tell me your dream. (prompt ss to say I always wanted to be a... or another full sentence) So imagine you're doing your dream. Now when I say 'action' you can mime. ACTION (30 secs or so) POSE. Now this time I want to know how you feel doing your dream. Touch shoulders again. Allow Ss to answer and say why if they want to.

Productive Task(s) (18-20 minutes) • To provide a model for speaking and conversation and an opportunity to practice target productive skills

Show decisions picture. Elicit word decisions. What big decisions do we have to make in life? Talk in pairs. Mind map on WB. Marriage, job, moving house, moving country education etc... Read each others ideas. Peer check self correct Questions for each other/ problems. Give HO1 Read my story ( When I was...). Do you have any questions? Now your stories. Think about a big decision you made in your life. How would your life be different? Think for a minute, note down some keywords for your story but don't write it all down. Use the words on the board to help or ask me if you need a word. So Are you writing your story? NO just noting keywords. Pair up Ss. A + B. A tell B your story. B ask some questions. Swap (Monitor for Feedback) (Write some of their Questions on the board.) Choose a strong student to do a demo conversation with sitting down. High-light the difference between reading and conversation modelling interjection and comment. Change pairs (free choice) and tell the stories again without papers. (monitor for feedback.)

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

Highlight some of the things Ss said. some good examples and some for correction, enable Ss to self correct using techniques, like reformulation, finger corrections, etc... Highlight common pronunciation errors.

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