Tezay Tezay

Attitudes to success
Intermediate level


In this lesson, students encouraged to speak. Listening and vocabulary are used as a guidance tool for speaking.


Main Aims

  • To provide fluency speaking practice in the context of attitudes to success.

Subsidiary Aims

  • To provide gist listening practice using a text about attitudes to success and review vocabulary to be used when expressing attitudes to success


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T says; "In the previous lessons, you heard people talking about their ambitions. You also had your own ambitions in your life. Some of them or maybe all of them resulted successfully. Do you like talking about your successes/achievements?" For the ones saying "no". Ask why they don't like? Because they are shy or modest? or Do they find people arrogant if they do?" For the ones saying "yes". Ask if they are competitive and ambitious?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

Tell ss that they will be listening to two people being interviewed on their attitude to success. Distribute the questions and tell to focus on Mariama's speech first and answer the questions. (4 mins) Do the same with Remco (4 mins)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T hands out the script of the text and asks students to work in pairs and match the meanings with the underlined words in the script. (4 mins) T nominates ss to tell the answers and tries to elicit "how they understood" by using CCQs. Checks pronunciation and corrects when necessary. (4 mins)

Productive Task(s) (16-20 minutes) • To provide an opportunity to practice target productive skills

Distribute the quiz questions and let the ss answer them on their own. (2 mins) Then ask to work in pairs and tell them to discuss if they agree or disagree. (4 mins) Change the pairs and tell them to discuss with each other. (4 mins) T nominates a few and asks who they are more similar to and what do they agree on? (3 mins) In the end T also asks if culture affects these attitudes? (3 mins)

Feedback and Error Correction (5-10 minutes) • To provide feedback on students' production and use of language

T notes mistakes or problems during the stages and then at the last minutes of the lesson writes them on the board and corrects through CCQs

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