2025-09-26 “Then & Now”: How Our Lives Have Changed
Lesson Title: “Then & Now”: How Our Lives Have Changed
Lesson Overview:
- Target Audience: CEFR B1 Japanese Adults
- Time: 90 minutes
- Topic: Comparing personal daily life in 2025 vs. 1990.
- Main Goal: To enable students to confidently discuss and compare their past and present personal habits and experiences using appropriate B1-level vocabulary and grammatical structures.
Learning Objectives:
By the end of this lesson, students will be able to:
- Describe past habits and situations related to daily life using phrases like “I used to…” and the simple past.
- Compare past and present realities using comparative language.
- Use target vocabulary related to technology and lifestyle changes in conversation.
- Ask and answer questions about personal history in a small group game format.
Target Language:
- Focus: Structures for comparing past and present (“I used to…”, “Back then…”, “Nowadays…”, “Compared to 1990…”), simple past for narration.
- Phrases/Vocabulary: (Focus on B1 items that expand their range)
- take for granted: (verb phrase) to not realize or show that you are grateful for how good something is. “We take smartphones for granted now.”
- landline phone: (n.) a phone that is connected to the phone system by wires, not a mobile phone. “In 1990, everyone had a landline phone at home.”
- drastically: (adv.) in a way that is severe and sudden or has very noticeable effects. “Communication has changed drastically since 1990.”
- inconvenient: (adj.) causing problems or difficulties. “It was inconvenient to meet friends without a mobile phone.”
Materials:
- Whiteboard & Markers
- Projector & Computer
- Obsidian Slides (see outline below)
- Prompt Cards: 25-30 cards with questions printed on them (selected from the list below).
- Small pieces of paper & pens for Exit Tickets
Lesson Procedure:
1. Getting Started (Warm-up) (10 minutes):
- Purpose: To activate students’ schemas about the topic and introduce the theme of change.
- Activity: Think, Pair, Share
- Display the years “1990” and “2025” on the board.
- Ask students to think for one minute about this question: “What is one object you use every day now that didn’t exist in 1990?”
- In pairs, students share their answers.
- Briefly elicit a few answers from the whole class (e.g., “Yurika, what did your partner say?”).
- CCQs: “Are you thinking about an object from 1990 or today?”, “Are you working alone or with a partner first?”
2. Introducing the Topic/Language Focus (10 minutes):
- Purpose: Introduce the lesson’s main game and present the target language.
- Activity: Guided Introduction
- Explain that today’s lesson is about comparing our personal lives today to our lives in 1990.
- On the whiteboard/slide, introduce the key structures:
- “In 1990, I used to listen to cassette tapes.”
- “Nowadays, I stream music on my phone.”
- “Back then, it was normal to…”
- Introduce the 4 target vocabulary words with clear examples.
- Explain the main activity: the “Past & Present Predictions” game. Use the slides to show the rules clearly. (See Instructions Handout content below).
- CCQs: “When Student A draws a card, who speaks next?”, “What are you trying to guess?”, “How many points do you get for a correct guess?”
3. Let’s Talk! (Main Activities) (60 minutes):
- Purpose: Provide extensive, structured speaking practice in a fun, game-like context.
- Activity 1: Game Round 1 (20 minutes)
- Divide students into groups of 3 (or 4 if necessary).
- Give each group a stack of 15-20 prompt cards, face down.
- Set a timer for 20 minutes and have them begin playing the “Past & Present Predictions” game.
- Monitor groups, listen for errors for delayed correction, and assist if needed.
- Activity 2: Partner Switch & Game Round 2 (20 minutes)
- After 20 minutes, stop the game.
- Instruct students to stand up and form new groups with different people. This is a great chance for mingling.
- Have them continue the game with their new partners for another 20 minutes.
- Activity 3: Final Share & Highlights (15 minutes)
- Stop the game. Ask students to stay in their groups.
- Pose a final discussion question: “What was the most surprising or interesting thing you learned about a classmate today?“
- Give them 5 minutes to discuss this in their groups.
- Bring the class together. Ask one person from each group to share one surprising story they heard. This gives a sense of closure and presentation.
4. Wrapping Up (Review & Feedback) (10 minutes):
- Purpose: Consolidate learning, address errors, and gather feedback.
- Activities:
- Error Correction Slot: Briefly address 2-3 common errors you noted during the games, focusing on the use of past tenses or the target vocabulary.
- Final Q&A: Ask if anyone has any questions.
- Exit Ticket: Distribute and collect the exit ticket slips.
Instructor Guidance & Notes:
- Time Management: Keep a close eye on the clock for the game rounds and partner switching to ensure you have time for the final sharing and wrap-up.
- Cultural Sensitivity: This topic involves personal memories. Encourage a supportive and respectful atmosphere. Remind students it’s okay to say “I’d prefer not to answer” if a prompt is too personal, though the prompts are designed to be safe.
- Differentiation: Stronger students can be encouraged to ask more detailed follow-up questions. For students who may struggle, the repetitive game structure provides comfort and scaffolding.
- Turn-Taking: Gently remind groups to make sure everyone gets a turn to draw a card, which helps manage dominant speakers.
Suggested Supporting Materials Content:
Instructions Handout: “Past & Present Predictions” Game
(You can put this on a slide or a small handout.)
Your Goal: Guess your partners’ answers about their life in 1990!
How to Play (Groups of 3):
- Student A: Draw one card from the deck and read the question aloud.
- Students B & C: Silently think about Student A. Predict what their answer is for 1990.
- Students B & C: Share your predictions. For example, “Keiko-san, I think you used to write letters by hand.”
- Student A: Reveal your real answer for 1990!
- If a prediction was correct (or very close), that player gets 1 point.
- Student A: Now, answer the same question for your life today (2025).
- The turn is over. Now it’s Student B’s turn to draw a card.
50 Discussion Prompts: 2025 vs. 1990
(For you to select from when making the cards)
Category: Communication & Social Life
- How did you make plans to meet your friends?
- How did you contact a friend who was late?
- How often did you talk on the phone with friends or family?
- Did you ever write and mail personal letters? How often?
- How did you share photos with people?
- What was a common gift you gave to friends?
- How did you find out about local events?
- How did you say “Happy Birthday” to someone far away?
- How did you keep in touch with relatives who lived in another city?
- What did you usually talk about with your friends?
Category: Hobbies & Entertainment
- How did you listen to your favorite music?
- Where did you watch movies?
- How did you find out what was on TV?
- What was your favorite way to relax on a weekend?
- What kind of hobbies did you have?
- How did you get your news? (TV, newspaper, etc.)
- Did you play any video games? If so, what kind?
- Where did you go on a typical summer vacation?
- How did you learn a new skill or hobby?
- What was a popular TV show that you enjoyed?
Category: Daily Routines & Home Life
- What did you usually eat for breakfast?
- How did you wake up in the morning?
- How did you find a new recipe for cooking?
- What was your biggest daily chore at home?
- How did your family do grocery shopping?
- How did you cool down on a hot summer day?
- What time did you usually go to bed?
- What did you do if you couldn’t sleep?
- How did you store food for a long time?
- What was your morning routine like before work or school?
Category: Work, Money & Shopping
- How did you usually pay for things at a store?
- How did you check your bank account balance?
- Where did you buy your clothes?
- If you were working, what technology did you use at your job?
- How did you apply for a job?
- How did you book a train ticket or a hotel?
- What was the first thing you did when you got your salary?
- How did you research a big purchase, like a TV or a car?
- What did you consider a “big” expense?
- How did you pay your monthly bills?
Category: Personal Reflections
- What was your biggest worry in your daily life?
- What was a “simple pleasure” for you back then?
- What did you dream about for your future?
- How was your sense of fashion different?
- What is one thing you miss about life in 1990?
- What is one thing you definitely don’t miss about life in 1990?
- How has your definition of a “fun weekend” changed?
- What did you think the year 2025 would be like?
- What advice would you give to your 1990 self?
- Overall, do you think your daily life is more or less stressful now? Why?
Obsidian Slides Outline:
## 'Then & Now'
### How Our Personal Lives Have Changed
`A split-screen photographic image. On the left, a vintage 1990 photo of a person's hands using a rotary landline phone. On the right, a clean, modern 2025 photo of a person's hands holding a sleek smartphone. Soft, warm lighting connects both images. FLUX.1 style.`
---
# Warm-up
## Think about this question:
### What is one object you use every day now that didn't exist in 1990?
---
# Key Language
## Comparing the Past and Present
- In 1990, I **used to**...
- **Back then,** I...
- **Nowadays,** I...
- **Compared to 1990,** my life is...
---
# Key Vocabulary
---
# take for granted
---
## == **take for granted** ==
### (verb phrase) to not realize or appreciate how valuable something is.
#### Example: Nowadays, we take it for granted that we can call anyone, anytime.
---
# landline phone
---
## == **landline phone** ==
### (noun) a phone connected by a wire, not a mobile phone.
#### Example: In 1990, I used to spend hours talking to my friends on the landline phone.
---
# drastically
---
## == **drastically** ==
### (adverb) in a very big and sudden way.
#### Example: My daily routine has changed drastically since the internet became common.
---
# inconvenient
---
## == **inconvenient** ==
### (adjective) causing problems or difficulty.
#### Example: It was so inconvenient when we had to go to the bank for everything.
---
# Today's Game
## Past & Present Predictions
---
## How to Play
- **Step 1:** One student draws a card and reads the question.
- **Step 2:** The other students **predict** the reader's answer for **1990**.
- **Step 3:** The reader reveals their real 1990 answer. (1 point for a correct guess!)
- **Step 4:** The reader also shares their answer for today (2025).
- **Step 5:** The next person draws a card.
---
# Let's Play!
## Round 1: 20 minutes
---
# Partner Change!
## Please find a new group.
---
# Final Discussion
## In your groups, discuss:
### What was the most surprising or interesting thing you learned about a classmate today?
---
# Thank You!
## Q&A and Exit TicketsExit Ticket Questions (For Paper Handout):
- What part of today’s lesson did you enjoy the most?
- Was today’s lesson: (Circle one) Too Difficult / Just Right / Too Easy ?
- (Optional) Was the vocabulary: (Circle one) Too Difficult / Just Right / Too Easy ?
- Any other comments or suggestions for future lessons? (Optional: Write in English or Japanese)
Optional At-Home Activities (Low Instructor Effort):
- Option 1: Choose one prompt card from today that you didn’t get to answer. Write a short paragraph (3-5 sentences) comparing your life then and now for that topic.
- Option 2: Talk to a younger family member (a child or grandchild) about one of the topics from today. Notice how different their experience is.
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