Today’s Theme for speaking 7
Welcome to the Today’s Theme page for Taking Chances. 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: You know you shouldn’t
Possible opening questions to get the ball rolling
| 1 | Are you a risk taker, or not? |
| 2 | Do risk takers gain more than they lose, on the whole? |
| 3 | Do you do things you know you shouldn’t? |
TT 7-1 You know you shouldn’t
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Hypotheticals – conditionals |
|
| An example of a real (as opposed to hypothetical) conditional used for the present and/or future: | |
| If they continue doing that, they’ll probably get hurt. (IF + SITUATION, CONSEQUENCE) | |
| 2nd conditional (for hypothetical situations and their consequences in the present or future) | |
| ● Rock climbing without equipment makes me feel truly alive. If I did it differently I wouldn’t be able to tap into that state of mind where I need to be completely aware of everything. | |
| ● I can’t help it. When I am in that situation I just do it. I wouldn’t be able to/couldn’t stop even if I wanted to. | |
| 3rd conditional (for hypothetical situations and their consequences in the past) | |
| ● If I had known how it was going to turn out, I wouldn’t have done it. | |
| ● If I hadn’t taken a chance, I never would have gotten that promotion. | |
| ● Had I not taken a chance, I wouldn’t have gotten that promotion. | |
| ● Now you tell me. If you had said something before, I would have been more careful. It’s your fault. | |
| Mixed conditional (for a hypothetical situation in the past which has hypothetical consequences now or in the future) | |
| ● Now you tell me. If you had said something before, I would still be able to have a normal life. | |
| ● I wish I had better sense back then. If I had (had better sense), I wouldn’t be in such a predicament now. | |
NOTE: A few different kinds of conditionals are suggested here. You may want to focus on just one or do it in another way. 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)
| 1 | How can we prepare for change? What can help us deal with future changes? |
| 2 | Should there be a course or two in the school system helping students look at taking ‘educated risks’? What would be in that course? |
| 3 | What do you think? Is change good for its own sake, or is it sometimes better to continue doing things in the same way all the time? |
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: Protecting senior citizens
Possible opening questions to get the ball rolling
| 1 | Many people are over-protective of their children. Are they the same with their parents when they get older? |
| 2 | What might you feel you should protect older people from? |
| 3 | If you were in your late seventies, or older, would you want people protecting you from possible problems? |
TT 7-2 Protecting senior citizens
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Modals & semi-modals of permission and advice |
|
| Modals | |
| ● They should keep a calendar and write things down so they can remember them. | |
| ● We have to remember that they have rights too. | |
| ● Let them make some decisions, but we should talk it over first. | |
| ● We can’t let them do whatever they want, whenever they want. There have to be some rules. | |
| Semi-modals | |
| ● We are supposed to be responsible for their care and well-being. | |
| ● The government had better start building more personal care homes. | |
NOTE: You don’t have to give them a whole class on modals before doing this activity but if you think your students may not be clear on some of them, simply provide the students with an example or two and let them try them out while they’re speaking.
Possible questions to end the groups speaking and bring the focus back to the class (and you)
| 1 | In what ways would you like to be protected when you are old? In what ways wouldn’t you like it? |
| 2 | When should older people lose the right to make decisions for themselves? |
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: Giving something new a shot
Possible opening questions to get the ball rolling
| 1 | Have you ever deliberately changed your job or decided to study something different? Was it difficult to make that decision? |
| 2 | Would you like to stay in the same job until you retire? |
| 3 | Have you ever felt you wanted to try something new but felt you couldn’t? What? |
TT 7-3 Giving something new a shot
Speaking theme card for students
(sb = somebody st = something)
Examples of optional grammar structures to be included in the speaking
Modals & semi-modals of permission and advice |
|
| Modals | |
| ● We should think about the consequences before making a major decision. | |
| ● She has to remember that her decisions affect other people too. | |
| ● Let him try it for a while. If it doesn’t work out, he can keep looking. | |
| ● We can’t depend on things staying the same. We have to adapt to the new ways. | |
| Semi-modals | |
| ● We are supposed to be responsible to them, but they don’t seem to take any responsibility for us. | |
| ● I had better start looking for another job. I don’t think this company is going to last much longer. | |
NOTE: You don’t have to give them a whole class on modals before doing this activity but if you think your students may not be clear on some of them, simply provide the students with an example or two and let them try them out while they’re speaking.
Possible questions to end the groups speaking and bring the focus back to the class (and you)
| 1 | How can we prepare for change? What can help us deal with future changes? |
| 2 | Should there be a course or two in the school system helping students look at taking ‘educated risks’? What would be in that course? |
| 3 | What do you think? Is change good for its own sake, or is it sometimes better to continue doing things in the same way all the time? |
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.
