Before class, write on the top of the WB - What are the most important _____ ___________ in a person's life? I will say: You need one piece of paper per group (point to groups of tables - wait until they have one piece of paper per group). Then say: When your group is finished the activity, stand up (mimic standing up). I will write 'FILE NEAHSGC' on the board. What is wrong with this (pointing to the words)? ICQ: What will you do? (unscramble) ICQ: What will you do when finished? (stand up) I will say: You can start I will carry a board marker while monitoring (making sure they are doing activity, but not helping). When one group finishes, I will wait a few moments to see if any other groups can also finish, and then check the first groups' answer. If it is correct they can write it on the board in the gaps of the sentence at the top of WB. I will ask: What are the most important life changes in a person's life? (get a few ideas) Showing the 'Life Changes' HO I will point to the top part and say: Which one is most important? (point to 1) Write it here. Next important, here. You can work in pairs (show with hands). ICQ: Is number 1 very important? (Yes) ICQ: Is number 2 more important? (stress more) (No) ICQ: What will you do? (write) Say: OK, start. While Ss are working, I will number the students 1,2,1,2,1,2,... After one minute of individual writing I will get Ss attention with squeaky toy. I will say: Who are the number 1's? Stand up. Take your HO and move to a different table. Swap seats. With a partner, compare answers. I will close activity by w/c fb. I will ask two students: What was your most important life change?

I will say: You're going to read about a woman's life changes, but first you'll look at some vocabulary. You will work in groups (showing groups around the table and making sure everyone is in a group of at least 3 Ss but no more than 5). Showing Ss a set of cards I will say: In your groups, decide which words you know and which words you don't know. Help each other. Talk in English only. ICQ: What will you discuss? (definitions of words, do we know the words) ICQ: Where will you put the words? (2 piles - we know & we don't know) I will hand out the sets of cards. I will monitor but won't interfere. As groups finish I will ask each group: Which words don't you know? I will make sure all groups have the chance to put all the words they don't know on the WB. I will ask the w/c: Can anyone explain ______ (e.g. PR)? I will get students to explain the words on the WB in English. If no-one can explain it I will give my definition (as per Language Analysis form).

I will hand out a picture of a woman to each table (from p 67.) I will ask: Where is she? What's she holding? How does she look? (get a few ideas) I will say: In pairs (show pair formation with hands - if 3 Ss at a desk, they will work in 3) look at the words from this HO (hold up previous activity 'Life Changes' HO) and the picture (of the woman), and discuss with your partner what life change you think happened to the woman. ICQs: Will you work individually? (No, in pairs) ICSs: Will you write anything? (No, discuss) ICQs: What will you discuss? (what is the life change?) I will say: You can start. I will close the activity by w/c fb. I will ask: What do you think happened? (two Ss) (I won't confirm or reject anything)

I will show HO from text and point at the questions in ex.1. I will say: Read quickly and answer the questions in ex. 1. These gaps (the missing words) are not important. Just read or skim to find the main ideas. ICQ: Are the gaps important? (No) ICQ: What will you be doing? (Reading text and answering ex. 1.) I will say: You have 3 minutes. After 2 minutes of reading I will say: 1 minute. At the end of 3 minutes say: Check with your partner (showing partners with hands). Are your ideas the same? No ICQs. Just monitor. After 3 minutes of comparing answers I will close the activity by w/c fb. I will ask: What was Zoe doing before she moved? Why did she move? Is she happy with her decision? Why? (get a few answers for each question - 3 minutes)

Holding up text HO again and pointing to ex. 2. I will say: Look at the phrases (a-g) in ex. 2. Put them in the gaps (pointing to reading) (1-7). ICQ: Which exercise are you doing? (ex. 2.) ICQ: Are you working in groups? (No, individually) I will say: You have 6 minutes. I will monitor Ss. After 5 minutes I will say: 1 minute. *During reading write 1-7 in a column on WB. At the end of the 6 minutes I will say: In pairs (showing with hands) check your answers. No ICQs. Just monitoring. Carry a few white board markers. After a couple of minutes give board markers to Ss who have finished. Tell finished Ss to write their answers (a-g) on the board next to the numbers 1-7 (which I have already written on the board). I will close the activity by checking if all Ss agree. I will say: Who doesn't agree with these (pointing to answers on the board)?

I will make sure Ss understand 'regret' and 'radical'. I will ask: What does regret mean? (I'm sorry for something that has happened) I will ask: What does radical mean? (extreme, much more than normal) I will ask: What are some radical things? (e.g. radical hair-style, radical opinion, radical action) I will number Ss so that I have 4 groups (groups 1-4). Number students 1,2,3,4,1,2,3,... I will ask: Who is number one (raising my hand)? Ss with hands raised: I will say: Take your HO (showing HO) and come to the front right corner of the room (where I'm standing). I will ask: Who is number 2 (raising my hand)? I will point to the back right hand corner and say: Take your HO and go to that corner. I will say: 3's? (saying it as a question using intonation). I will point to the back left hand corner. I will say: 4's, over here (pointing to the front left hand corner. I will say: Discuss the questions in Ex. 3 (pointing at questions). After 5 minutes I will close the activity with w/c fb. I will ask: Who thinks Zoe will have regrets later? (lift my hand and look for Ss who also lift their hands). Ask one or two Ss: Why? I will ask: Would anyone like to make a radical change to their lifestyle? (again lift my hand and look for Ss who also lift their hands). Ask one or two Ss to comment.