I'll start by giving them a very short warmer to make them engaged in the topic. I'll write some problems on small pieces of papers then nominate a student to come and choose one. He reads the problem and tries to mime to help the others guess the problem. When they know the problem, they try to give solutions.Then I'll elicit the theme of the lesson.

Ss. read a short text about a woman who is not happy with her life and try to discuss possible solutions. Ss. work in pairs and read only Linda's problem. They discuss in pairs the best solution to Linda, then they compare their answers with another pair in the group to share ideas. Later on, they look at the solutions and try to find out the best one for Linda and why? I 'll give them the text, but the side which has the solutions should be folded so Ss. don't see them at the beginning. WC FB

Ss. listen to a conversation between 3 people Sarah, Tunde and Roger talking about important decisions they have taken in their lives. Ss. work individually to find out who said this sentence and write the names below the pictures correctly. Students compare their answers in pairs then in group for feedback.

Ss. will be asked to discuss some questions about themesves to prepare them for the speaking activity. They'll work in pairs and discuss 3 questions. 1- Are you good or bad at making decisions? 2- If you have an important decision to make, do you talk to anyone about it? Who? 3- Have you made any of the following decisions in your life? Choose 3 or four and make some notes about them. The task is supposed to be done individually again then students work in pairs to tell each other about their decisions.

Ss. listen to the conversation between the three people again to look for some details. They are supposed to do the task individually, then in pairs to check their answers, and finally in their group. T writes down the correct answers on the board for WC FB. The aim of doing this listening task in this stage is to expose students to the Target Language used in the conversation and be ready to use it in their conversation later on.

T.organises Ss into pairs, A and B. Ss A tell Ss B about the decisions they had to make. Ss B should take notes about these decisions in the right-hand column. Ss B ask follow-up questions about the problems. Ss B now tell Ss A about their decisions and Ss A take notes about the decisions in the right-hand column of their tables. some examples of the follow-up questions: When did you leave home/ country/ school? Why did sell your house/ car? Was it easy to change your job/ give up smoking?

T. regroups students in different pairs to meet different partners and tell them about their old partners and the decisions they had to make in their lives. The new partner is supposed to ask follow up questions to extend the conversation as long as possible.

While students are speaking together, T. walks around , listens to them carefully and writes some of their errors on the board. When they are done practicing speaking, she makes them involved correcting these errors.