Upper Intermediate level
For students to gain speaking practice and develop fluency in the context of speaking about life-changing choices.
For students to develop their listening skills as they listen to proficient speakers and as they listen to their peers.
For students to acquire lexical items that relate to life-changing choices.
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.