Cesar Becerra Cesar Becerra

Upper Intermediate level


In this lesson, students will get speaking practice in the context of talking about life choices. They will have both a content and a language preparation stage before the actual speaking stage. Furthermore, during the speaking stage, they will listen, after a first attempt, to proficient speakers performing the same task. Then they will read a transcript and try to do the task again.


Main Aims

  • For students to gain speaking practice and develop fluency in the context of speaking about life-changing choices.

Subsidiary Aims

  • 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.


Rapport (2-2 minutes) • To generate a friendly learning environment before class starts

1. T asks students (some) how they are doing today.

Lead-in (2-3 minutes) • To set lesson context and engage students

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.

Content Preparation (5-6 minutes) • For students to think in more detail about content related to the topic of the lesson, in order to facilitate the speaking 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?"

Language preparation (3-3 minutes) • For students to acquire useful, formulaic language for the speaking task

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

Feedback (5-5 minutes) • For students to verify if their answers are correct and to clarify any confusion.

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.

Speaking 1 (7-7 minutes) • For Students to Practice their Speaking Skills in the context of talking about life-changing choices.

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

Feedback (4-4 minutes) • To provide students with feeback on the language they used.

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

Speaking 2 (6-6 minutes) • For students to have further speaking practice, this time enrichened by what they learned in the previous feedback.

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.

Feedback (3-3 minutes) • For students to feel acknowledged in their speaking task and to have a sense of conclusion.

1. T elicits from students what their peers said.

DEC (4-4 minutes) • For students to learn from their own mistakes as well as to be encouraged by their good language use.

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.

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