"A Single Life – Reflecting on Time and Changes" Speaking

Lesson Plan: "A Single Life – Reflecting on Time and Changes" Speaking

Level: B1/B2
Age: 15–17 years old
Duration: 45 minutes
Topic: Time, Life Changes, and Reflections
Aims:

• To introduce and practice vocabulary related to time, life changes, and emotions (e.g., inevitable, stall, blow it, take it slow).
• To develop listening skills by understanding the message of the song "A Single Life."
• To practice speaking skills by discussing life changes, personal experiences, and giving advice.
• To encourage critical thinking about the value of time and life decisions.
  Materials:
• Pre-watching vocabulary (Quizlet) – link.
• Watching: "A Single Life" music video – YouTube link.
• Controlled practice (LearningApps gap-fill) – link.
• Speaking freer practice (Wordwall) – link.
• Whiteboard/projector, lyrics handout (optional).

• https://www.youtube.com/watch?v=pzAZnOyMTI4&ab_channel=JOB%2CJORIS%26MARIEKE

• https://www.youtube.com/watch?v=HjmGUXr32I0&ab_channel=ExcelsiorRecordings

• https://quizlet.com/906503627/flashcards
• https://learningapps.org/display?v=p3c0hnpda24
• https://wordwall.net/ru/resource/71963882

1. Warm-Up (5 minutes)

Aim: To engage students, introduce the topic of time and life changes, and activate prior knowledge.

• Activity:
  • Greet the students: "Hi, everyone! Do you ever feel like time flies too fast? Today we’ll talk about how quickly life changes!"
  • Ask: "What’s one thing you did this year that made you feel time is moving fast?" (e.g., "I started high school," "I got my first job"). Write 2–3 answers on the board.
  • Add: "Let’s watch a video and listen to a song about how we only have one life to live!"
• Interaction: T-S (Teacher-Students), whole-class responses.
• Feedback: "Wow, time really does fly! Let’s see what the song says about it."

2. Pre-Watching: Vocabulary Introduction (10 minutes)

Aim: To introduce key vocabulary and prepare students for watching the music video.

• Activity: Use Quizlet flashcards link to teach vocabulary: inevitable, stall, blow it, take it slow, beware, gotta go, single life, second time.
  • Show each flashcard and explain: "This is ‘inevitable’ – it means something you can’t avoid, like growing up. Can you think of something inevitable in your life?"
  • Play a quick game: "Guess the Word!" – give a definition (e.g., "To waste your chance"), and students guess ("blow it").
• Interaction: T-S, S-S (pair work for guessing).
• Feedback: "Great job, time travelers! You’re ready to watch the video!"

3. Watching: Gist Watching & Controlled Practice (15 minutes)

Aim: To develop listening skills and check comprehension of the song’s message.

• Activity 1: Gist Watching (5 minutes)
  • Play the "A Single Life" music video link once (2:28 duration). Before playing, set a simple task: "What’s the main message of the song? Is it about living fast or slowing down?"
    • Answer: Slowing down (lyrics like "Slow down, take it slow before you gotta go").
  • Interaction: Whole-class discussion.
  • Feedback: "Nice listening! The song says we should slow down because we only have one life. Let’s dive deeper!"
• Activity 2: Controlled Practice (10 minutes)
  • Play the video again. Use the LearningApps gap-fill activity link. Students fill in the missing lyrics while watching/listening.
    • Example: "Slow down, take it ___ before you gotta go." (Answer: slow).
    • Key words: slow, beware, blow it, gotta go, inevitable, single life, second time.
  • Support: Pause the video after key lines (e.g., after the chorus). For weaker students, provide a word bank on the board.
  • Interaction: Individual work, then pair checking ("Check with your partner! Do you have the same words?").
  • Feedback: "Well done, everyone! You caught the lyrics perfectly! Now let’s talk about what they mean."

4. Speaking: Freer Practice (10 minutes)

Aim: To encourage speaking, critical thinking, and reflection on the song’s themes.

• Activity: Use the Wordwall activity link. Students work in pairs/small groups to discuss questions:
  • "What’s the main message of the song? Do you agree with it?"
  • "Have you ever felt like time is moving too fast? When?"
  • "What would you do if you knew you only had one day left to live?"
  • "Do you usually take things slow or rush through life? Why?"
• Model First: "I think the song tells us to slow down and enjoy life. I sometimes rush because I’m busy, but I’d love to take it slower!"
• Interaction: S-S (pair work/small groups), then a few groups share with the class.
• Feedback: "Amazing ideas! I loved how you said you’d spend your last day with family—that’s so meaningful!"

5. Wrap-Up (5 minutes)

Aim: To consolidate learning and reflect on the lesson.

• Activity:
  • Quick review: "What’s one thing you learned from the song today? Do you want to slow down in your life?"
  • Praise: "You were fantastic today! I’m so proud of your discussions!"
  • Homework: Write a short paragraph (80–100 words): "What does ‘A Single Life’ mean to you? Do you think we should slow down or live faster? Why?"
• Interaction: T-S, whole-class discussion.

Teacher’s Notes

• Classroom Management: For 15–17-year-olds, use interactive tools (Quizlet, Wordwall) to keep them engaged. Encourage pair work to reduce speaking anxiety.
• Differentiation: For B1 students, provide sentence starters ("I think… because…"). For B2 students, ask follow-ups ("Why do you feel that way?").
• CELTA Standards:
  • Clear staging: warm-up → pre-watching → watching → speaking.
  • Learner-centered: discussions and reflections focus on students’ experiences.
  • Positive reinforcement: praise to build confidence ("Amazing ideas!").
  • Language focus: target vocabulary is practiced in context.