I will ask students if they ever had any ''big life conversations'' with their family members or friends. Do they agree with the idea of having a mentor for important decisions in life? After that, they're going to suggest areas in life where people have to make difficult decisions. Relevant suggestions are accepted, even if they're not legitimate and they will be written on board. *MAKE SURE FRIENDSHIPS, RELATIONSHIPS, CAREER, HEALTH, EDUCATION, FAMILY ARE INCLUDED.*

Students will suggest some difficult decisions that someone might have to make, and then in pairs they're going to discuss those questions and how they would react in different situations. (What sort of decisions are hardest to make? A major to study? A university to go to or even a house to buy?) I will get some feedback on their views at the end.

In this section, students scan a text to identify where it will be found (A personality test), before reading for inference and detail. After skimming, they're going to answer activity 7 - part C. Through the process I will remind students of the difficult decisions they thought about in warmer.

After giving them structions, Ss have to take the test, individually. After that, in groups, students exchange ideas. I will monitor and help as necessary. At the end, I'll elicit answers around the class. *CLARIFICATION* : THIS TEST HAPPENED TO BE KIND OF PERSONAL (I respect Ss privacy), SO I WOULD RATHER HEAR THEIR IDEAS CONTEXTULIZED AND ALSO IT WILL BE TIME CONSUMING IF I CHECK ANSWERS ONE BY ONE OR EVEN VOLNTREED. BUT ANY MISCONCEPTIONS WITH THE TEXT WILL BE ADRESSED.

Students will do a ''Fill in the gaps'' activity in part A. I will answer one of the questions as a model, so the activity will be clarified for students. And then after a good 4 minutes, they're going to compare their answers with their groupmate and, finally, we are going to check it with class. (The words they have to use to fill the gaps are already mentioned in class before.)

I will write a ''scrambled sentence'' on board to elicit the full sentence (Your friend hopes to become a singer.) Then I'll ask them how many verbs are in the sentence? (two) What are they? (underline hope and to become) *I WILL SHOW STUDENTS THAT ''PLAN TO, DECIDE TO, WOULD LIKE TO'' FOLLOW THIS PATTERN TOO.*

At this very final stage, students have to write true sentences about themselves (Activity 12 - part D), following the grammar they've learned earlier. Again I will monitor and help as necessary. I will put them in pairs to share their sentences. *THERE IS A GRAMMATICAL POINT TO BE TAUGHT IN ONE OF THE EXAMPLES.*