Talking about life events
Upper intermediate B2 level
To provide speaking practice in the context of reflecting on life events and choices.
To provide language used to talk about life events and choices.
Procedure (36-45 minutes)
T shows goolgle slide and asks students to discuss important life events (3min) T sends students to breakout rooms Students relay information from breakoutrooms in OCFB
T shows google slide and asks students to discuss decisions they have made recently. ICQs T sends students to breakout rooms Students come back from breakout rooms and share what they have discussed
MEANING Students work in pairs via private message to answer google form. T provides google form link. Students check their answers in OCFB FORM T shows google slide T elicits answers from students e.g. What is similar in all the sentences?(the use of 1st person) PRONUNCIATION T elicits stress from students T elicits intonation patterns from students T models and drills pronunciation chorally and individually
T show google slide T instucts students to: Think about when you were a teenager or in university and some of the decisions or choices you made in pairs. What decisions did you make and why Do you regret these decisions or are you pleased with them If you made different decisions how would it change your life now (8min) T posts topic of discussion in chat and sends students to breakout rooms. T monitors After this T shares google slide and ask students to Think about some important life events that are unique to your culture 15min Students work individually for this task T m
OCFB e.g. Did you learn something new? What did you find interesting? DEC e.g. Good use of language, corrections.
Google Slide: https://docs.google.com/presentation/d/1flUOHcTjAaZF1TpSoUcjtctZ9Hs1bP9ADv6_5rILe3c/edit?usp=sharing Google Forms: https://docs.google.com/forms/d/e/1FAIpQLSeecizJsKHflnR2vNRYWqHcZEh_WnrxKA1W9rslY4G1ElS5vg/viewform?usp=sf_link Cambridge Dictionary: https://dictionary.cambridge.org/us/ Navigate Upper intermediate B2 Coursebook by Caroline Krantz & Rachael Roberts (pg. 122)