Today’s Theme for speaking 1
Welcome to the Today’s Theme page for Alphas. Here you will find 3 different topic questions related to the theme, vocabulary that can be used in the discussions, and optional grammar structures that can also be included. The three questions provided below are independent from each other. Choose one topic for one class and if you like, choose another to follow up further on this theme in the next class.
After the suggestions on how to use the themes & cards you will find for each topic:
● An opening question to introduce the theme and generate some focused interest
● The cards to be handed out to the students
● A few examples of the optional structures which reflect the current theme
● A final question to put to the class (ending the discussion in groups)
The suggested lesson plan basically follows this approach:
PRE-DISCUSSION
● Ask the class an open question to stimulate some interest and bring the students’ attention to the area of focus
● Hand out the cards and go over the vocabulary
● If you decide to include the grammar option, elicit or provide an example or two to make sure the students have an idea of what to include in their speaking
● Students read the passage and remind them to include the target language
DISCUSSION
● Students speak in groups of 2, 3 or 4 for about 5 to 10 minutes
● Monitor, note difficulties, steer them in the right direction if needed
POST DISCUSSION
● Elicit from the class what came up while discussing the question
● Give them feedback about how well they completed the task
SUGGESTED APPROACH to using
TODAY’S THEME speaking cards in class
Click here if you’d like to see a suggested step-by-step plan
on how to use the cards in class
This is a general guide for a lesson plan, one which you can refer to when you use any of the Today’s Theme speaking cards.
If you want to print a copy, click here or on the icon at the bottom of the page
TEACHER’S GUIDES
For every new Today’s Theme speaking card, there is a different
Teacher’s Guide to accompany it.
The guides are at the bottom of this page and you can select the one
appropriate to the card you wish to use.
The information is the same as shown on this page, but in printable form.
Each guide contains
● possible lead-in questions to introduce the topic
● an example of the card
● examples of the optional grammar structures
● a post discussion follow-up question
DISCUSSION TOPIC 1: My way or no way
Possible opening questions to get the ball rolling
| 1 | When you think of a leader, do you think that she or he should be a determined person to get their own way? | |
| What if there are people who have different perspectives and object to what the leader wants? | ||
| 2 | How would you describe the alpha person in a relationship? | |
TT 1-1 My way or no way
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Hypotheticals – conditionals |
|
| 2nd conditional (for hypothetical situations and their consequences in the present or future) | |
| ● If he was / were less demanding, I would volunteer to help out more often. | |
| ● I wouldn’t put up with it if I didn’t love her. | |
| 3rd conditional (for hypothetical situations and their consequences in the past) | |
| ● If my parents had been more flexible, I wouldn’t have run away from home. | |
| ● Had my parents been more flexible, I would have tried to see their point of view. | |
| Mixed conditional (for a hypothetical situation in the past which has hypothetical consequences now or in the future) | |
| ● If she had / Had she included me in the decision-making more, I would have a better idea of what to do now. | |
| ● If he had / Had he been more understanding, I would still be married to him. | |
NOTE: Obviously there are other ways to use conditionals and that mixed conditionals can be done in other ways as well, but these are just some examples to help you out. If you want to explore certain forms or ideas further then feel free to introduce and encourage what you feel appropriate.
Possible question to end the groups speaking and bring the focus back to the class (and you)
| So what do you think? Is the inflexible one the alpha? |
Prompt the students with more questions, to share with the class what they have discussed in their groups, to explore the theme a little further and perhaps get a variety of perspectives. Also encourage them to use the vocabulary (and structures) in their speaking with you.
DISCUSSION TOPIC 2: Are bullies natural and desirable?
Possible opening questions to get the ball rolling
| 1 | A bully is bad, right? Why? |
| 2 | There seems to be alphas in many, if not most, group situations. What if the alpha is something of a bully? Is that a bad thing? |
| 3 | What do alphas and bullies have in common? |
TT 1-2 Are bullies natural and desirable?
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Emphasis using inversion(word order is inverted and typically that part of the sentence is similar to the structure of a question: auxiliary or modal verb / subject / principle verb) |
|
| Under no circumstances (one clause with auxiliary or model verb following the expression, then subject, then principal verb, then rest of clause) | |
| ● Under no circumstances should bullying be permitted during or after school hours. | |
| ● Under no circumstances can you enter my room when I’m not here. Is that clear? | |
| Not only (two clauses which communicate an ‘and’ idea: It’s ‘not only’ one thing, there’s another, too. The inversion occurs in the first clause, but not in the second. ‘but’ and ‘also’ are typical in the second clause.) | |
| ● Not only did he hit me, but he also took my lunch money. | |
| ● Not only are you a coward, but you are also stupid. | |
NOTE: Inversion is a little tricky until students get used to it. You might want to give them a few minutes to think about and write out an example or two of each before trying to use them in their speaking.
Possible questions to end the groups speaking and bring the focus back to the class (and you)
| 1 | So, any good things about the existence of bullies? |
| 2 | Do you think bullies will become extinct? |
Prompt the students with more questions, to share with the class what they have discussed in their groups, to explore the theme a little further and perhaps get a variety of perspectives. Also encourage them to use the vocabulary (and structures) in their speaking with you.
DISCUSSION TOPIC 3: What is a good leader?
Possible opening questions to get the ball rolling
| 1 | What do you think there are more of, good leaders or bad leaders? |
| 2 | Is it possible for somebody to be a good leader in one period of history and to be a bad leader in another time? |
NOTE: If you’re teaching a company class or have students in your class that work for the same company, you may want to focus more on leadership in the family and for the government. You can still include what makes a good leader at work, but to avoid potential problems, keep it in general, not for that particular company.
TT 1-3 What is a good leader?
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Emphasis using inversion(word order is inverted and typically that part of the sentence is similar to the structure of a question: auxiliary or modal verb / subject / principle verb) |
|
| Not only (two clauses which communicate an ‘and’ idea: It’s ‘not only’ one thing, there’s another, too. The inversion occurs in the first clause, but not in the second. ‘but’ and ‘also’ are typical in the second clause.) | |
| ● Not only does she run the family business well, but I think she could also be a good mayor for this town. | |
| ● Not only do good leaders get the job done, but they also involve and motivate a lot of people as well. | |
| Never before (this refers to one clause only, which is inverted as the others) | |
| ● Never before had I seen such an inspiring team leader. I was really glad to be on his team. | |
| ● Never before has anyone accomplished so much in so little time. | |
NOTE: Inversion is a little tricky until students get used to it. You might want to give them a few minutes to think about and write out an example or two of each before trying to use them in their speaking.
Possible questions to end the groups speaking and bring the focus back to the class (and you)
| 1 | So, what do you think it means to be a good leader for the country? At work? At home with the family? |
| 2 | Any good role-models that you have come across? |
Prompt the students with more questions, to share with the class what they have discussed in their groups, to explore the theme a little further and perhaps get a variety of perspectives. Also encourage them to use the vocabulary (and structures) in their speaking with you.
