Upper-Int level


The lesson will start with a short discussion on decision making. Next, students will listen to a conversation between friends discussing a big decision and coming to a conclusion. After that, students will clarify the functional language of giving/asking for opinions and agreeing/disagreeing. Then, students will briefly discuss big decisions they've had to make and offer opinions on others' opinions if they'd like. Finally, students work in groups to discuss difficult life decisions using the functional language clarified earlier in the lesson.


Abc Extra Paper
Abc Projector
Abc Speakers
Abc Whiteboard
Abc HO1
Abc Discussion Cards
Abc Authentic Listening Track

Main Aims

  • To provide accuracy and fluency speaking in the context of difficult life choices.

Subsidiary Aims

  • To provide practice of language used for giving and asking for opinions and agreeing/disagreeing in the context of life events and choices.
  • To provide gist and specific information listening practice in the context of life events and choices


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

*Ask Ss to raise their hands if they've had to make any decisions today (all Ss should raise their hand as they made a decision to raise their hand or not). *Display questions about making decisions and ask Ss to discuss in pairs. *Ask Ss if they've ever had to make a really hard decision.

Exposure (6-6 minutes) • To provide a model of production expected in coming tasks through listening

*Play recording and ask Ss to listen for the decision being discussed and the final decision made. *Ss compare answers in partners *Elicit answer from w/c *Play again and ask Ss to fill in the gaps of the dialogue. *Ss compare answers in partners *Display answer key

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

*Ss organize phrases into categories: asking for opinions, giving opinions, agreeing, and disagreeing and think of 1 more for each category in groups of 3. *Regroup Ss and monitor and provide assistance as necessary. *Display answers and elicit one new phrase for each category. *Ss work in same groups and think of additional collocations of phrases. *Monitor and provide assistance as necessary. *Display possible answers and ask Ss if they had any others. *Drill for pronunciation.

Production stage (22-22 minutes) • To provide accuracy and fluency speaking practice in the context of life difficult choices

*Display 10 topics for significant life decisions and ask Ss to choose 1-2 topics. *Give Ss 2 minutes to think/make some notes about why it was a difficult decision and how their life would be different if they had made a different decision. *Ss share their life decisions with a partner, encourage Ss to remember their peers' responses. Ss discuss for 4 minutes. *Time permitting, switch partners once and share their life decisions. *Monitor and note down any language to correct during delayed correction. *Take short w/c feedback. What was the most interesting thing you heard? *Tell Ss they are going to work in groups and help their "imaginary" friends make a difficult decision. *Regroup Ss and give each group the first situation. Ss have 4 minutes to discuss the situation. In case of early finishers, have extra situations ready. *Monitor and note down any use of language needed to be corrected or reformulated for delayed feedback. *Ss regroup and discuss their decisions regarding the same situation with another group. *Time permitting Ss can discuss up to 10 different situations.

Feedback and Error Correction (2-2 minutes) • To provide feedback on students' production and use of language

*Write examples of language in need of correction/reformulation and elicit correct sentences. *Praise for good language use throughout lesson.

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