At the end of this unit, students will be able to: understand texts and conversations about changes in their lives

5

 SPEAKING

a

  Explain that students are going to write a timeline about 

the important events in a person’s life. Ask them to 

think of someone they know well. Elicit some examples 

of people they could think about, e.g. a very good 

friend, a member of their family, someone they know 

about at work or school, a famous person. Look at the 

timeline in the book with the class. Give some examples 

to clarify if necessary, e.g. When he was five, my brother 

started learning to play the piano. So, on the timeline I write 

‘play the piano’. Give students some time to choose their 

person and complete the timeline. Encourage them to 

use expressions with get where possible. Monitor and 

give help where necessary.

b

 

 In pairs, students tell their partner about the person 

they chose. Monitor and make notes of any common 

errors to deal with during feedback. Take class feedback 

and ask for interesting comments and information 

students learned. 

c

 

 Students ask and answer the questions in pairs. Go 

through the prompts in the box to give them some ideas 

before they start the activity. Monitor and listen to the 

discussions. Take feedback as a class and see if students 

agree with each other’s decisions for question 2.