Upper Intermediate level
For students to gain speaking practice and develop fluency in the context of speaking about life-changing choices.
For students to acquire lexical items that relate to life-changing choices.
For students to develop their listening skills as they listen to proficient speakers and as they listen to their peers.
Procedure (41-43 minutes)
1. T asks students (some) how they are doing today.
1. T gives students examples of important life choices (getting married, quitting smoking), and asks students to brainstorm more of these. 2. As Ss brainstorm, T writes these choices in a Google Forms, thus preparing the next stage.
1. T shows Ss the newly created survey and asks them to vote. 2. Ss answer which decisions they have taken and which they think is the most important. 3. T conducts feedback by eliciting from students "Why is this decision so important?" "Are you suprised at the outcome?"
1. T. shows a Google Forms to Ss, as he explains the instructions. 2. Ss perform the guided discovery task in small groups (breakout rooms) 3. T monitors
1. T shares screen and elicits answers from students, using the Google Forms as a visual aid 2. If there is a BIG disagreement, T provides additional examples in contextualized sentences taken from the coursebook. 3. T covers pronunciation with students, going over sentence stress and stopping for difficult pronunciation.
1. T shows students the following question: "Which are the three most important decisions you have made?" and instructs Ss to discuss in small groups. 2. Ss work in breakout rooms, discussing these questions. 3. T monitors and gathers examples for the feedback session
1. T elicits from students what their peers said 2. T shows students some useful phrases they said 3. T elicits from students other useful phrases they could use 4. T tells students which area of speaking they could focus on for the next speaking task
1. T shows Ss new questions: "How do you feel about the biggest life choices you made?" and "How did they change your life". 2. This time Ss discuss in different groups 3. T monitors.
1. T elicits from students what their peers said.
1. T shows students several sentences. 2. T elicits from students which sentences are correct and which aren't. 3. T congratulates Ss for good language use 4. T elicits from students why the incorrect sentences are incorrect.