Life stages & Life events🌞
- Siyi Zhang
- May 4, 2020
- 3 min read
Level:_____lower-intermediate 2_____ Date/Time:_____2/28/2020_____
Objectives (SWBAT):
Students Will Be Able To…
1. learn vocabulary of different life events and related life stages.
2. share their stories about an important life event to the class.
3. comprehend a reading about others' life events and life stages.
Materials & Technology:
Textbook: Life 3 Unit 6 pp. 69-71
Other materials:
Review and Preview
Interaction: T-Ss
Give back the test paper and speaking feedback to Ss
“If you have time, I strongly encourage you to listen again to the recording of your speaking test. So you could find out what you are doing good and what else you need to improve. Since we have a time limit on our test, you might not be able to finish it very perfectly. When you go back home, you will have the time to write down the sentences, fix the grammar mistakes and make them clearer and complete.”
“If you have any questions about the first unit test including the grade or you want to provide any feedback to us, please email us or talk to us after class. ”
Linking & Transitioning to rest of lesson:
“After we finished the unit test last class, we did a brief introduction on unit 6. We all successfully guessed the answer of the riddle given by Sphinx. I also left homework for you guys and let you think about the most important life event to you, right?”
Activity 1: Speaking - Life events 1.1 Pre-Stage:
Interaction: T-Ss, S-S, S-Ss
“Before we share our stories, I want you to first take a look at these different life events that I’ve listed on the handout. You need to do two things after you get the handout. First, try to put these phrases in the right order in which they usually occur by yourselves. You need to figure out that for a normal person, which life event among these will first happen and which will happen after. Then, compare your answers with your partner’s and figure out at what age do people in her country do these things? ”
Elicit the answers to the whole class.
Ask Ss to talk about what they learned from their partner’s culture on these life events.
1.2. During Stage:
Interaction: S-Ss
“Now, I want you to share your stories about the most important life event to you. As we have mentioned, tell us why this is important to you and if it already happened, share your memories; if you’re still looking forward to it, what are you expecting to happen?”
Ss share their answers one by one.
1.3 Post-Stage:
Interaction: S-S, S-Ss
“We’ve listed some ages on this handout indicating at what age people usually complete these life events in a country. However, talk to your partner, do you think it’s important to do each one at a particular age?”
Ask some volunteers to share their thoughts.
Transition to #2: “In my opinion, we do not need to stick to a certain age to complete these life events in order. However, we need to know what kind of life events are going to happen during a certain life stage.”
Activity 2: Reading - Changing your life
2.1 Pre-Stage:
Interaction: S-S, S-Ss, T-Ss
“Now, I want you to flip your handout over. There are different life stages listed here. I want you to work in pairs, order these stages from youngest to oldest and apply ages to these stages. You’ll discuss with each other and figure out at what age do you think these stages begin and end? After you have finished, circle out your current stage of life.”
Talk about the ranking together and let individual pairs share their ideas.
2.2. During Stage:
Interaction: T-Ss
“Now, please open your books and turn to page 70. Before we read the passage, please take a look at question 3. It asks, at what stage of their life did Rich and Amanda decide to leave their jobs? Keep this question in your mind and let’s read the passage together.”
Ask Ss to read one sentence a time and keep going.
Talk about the answer.
“Now, I want you to read the passage again on yourself and try to finish section 4. Underline the answers to these questions. After you finish, you can check your answers with a partner.”
I’ll read the question and ask Ss to answer it one by one.
2.3 Post-Stage:
Interaction: S-S
“After reading Rich and Amanda’s story, who do you think are you most like? Are you like Rich and Amanda, or their colleagues and friends? Share your thoughts with your partner.”
Ss share their thoughts to the whole class.
Post-Lesson Reflections:
I had some problems estimating the time of the activity. The activity we did today involved many group discussions and students had more to talk about than I expected. Next time, I may need to set a timer so they need to finish the discussion in a particular time range. I think this could also help them to get better prepared for a timing speaking test.
Thanks for reading! Feel free to leave your comments here! Your opinions are important to me😊
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