Straight forward - Student's book - 7B - p. 69
To provide practice in a freer speaking activity in the context of important moments in life
To practice functions in the context of big changes and important moments in life
Procedure (39-48 minutes)
Tell sts that you are going to show them some photos of famous people and they have to say what changed their life. Display the slides and ask sts to work in pairs and answer these two questions: - What do you know about these people? - time limit: 3 mts - What changed these people's lives? Get quick fb from sts. Show sts HO1 and tell them that there are 13 moments in life and that they have to order them in what they think is the most logical order. Have sts work in pairs and order the expressions. - time limit: 2 mts Get fb from sts.
Show sts p. 69 from SB. Tell them that they have a list of life-changing events; they have to work in pairs, take a look at it, and discuss the questions with a partner. -time limit: 5 mts Get some fb from one or two students about their partners' ideas.
Display the sentences on the board (ppp) and tell sts that these sentences are there to help us for the next activity. To check meaning: Tell sts to look at sentence c and ask them: 'does ‘at first’ mean at the first time you do something or at the beginning?' (at the beginning) Tell sts to look at sentence g and ask them: 'is it something nice or bad?' (nice) 'Do you advise others to use, do… it?' (yes) Elicit the difference between 'excited', 'nervous', and 'unsure' and show them pictures to check their understanding. To clarify form: Break down the sentence on the board eliciting from the sts. Focus on sentences f and g In sentence f, it’s + superlative adj + noun + S + has/have + ever + p.p. In sentence g, I + would + recommend To clarify pronunciation: Drill the sentences without having sts look at the sentences. Use finger technique for contractions and hand technique for stress. Drill the intonation for the sentences ending with an exclamation mark. Show sts the sentences again and mark the stress and the contraction. Give each student a strip of paper with the useful language on (HO2) and tell sts that they have to move, pick a partner, and tell his/her partner a sentence using the sentences on the board 'useful language'. Each students says the sentence, listens to the peer's sentence, then changes the paper with the peer and goes to find another partner.
Tell sts that they have to imagine that they have just made a big life change. They can imagine ideas or take some ideas from the board (ppp on the board). Tell sts to work individually and answer the questions in exercise 2 in SB p.69 on a piece of paper in the form of notes. -time limit: 5 mts ICQ: Are you working alone or in pairs?
Make sure that all sts have the notes they took in exercise 2. Have sts work in pairs, interview their partners with the questions in exercise 2. Remind them that they need to use at least 4 expressions in the useful language box. time limit: 7 mts Delayed fb: Remember to use good language and not only incorrect sentences.
Have sts read the text in Did you know! silently then discuss the two questions with a partner. time limit: 1 minute to read and 4 to talk