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Failure&Success, Reading and Speaking
Intermediate, B1+ level


In this lesson, Ss will be engaged in the topic through a discussion about people that can speak more than one languages. Then they will be skimming a text about Alex Rawlings,who can speak eleven languages, to get the main idea first. Later, Ss need to scan the text to infer meanings of the words from the context. Addition to this, a following matching activity,which is matching words to their definitions, will be helpful for Ss to learn their meanings. In while-reading process, Ss will be scanning the text for specific information such as answering follow up questions. Lastly, free practice will be provided so that Ss will be able to ask more open and personal questions and give answers based on their own language learning experiences using the lexis they have just learned.


Abc handouts, PPT, OHP, English File Intermediate Student's Book, 3rd Edition, Oxford

Main Aims

  • To provide practice in reading for gist, detail and deducing meaning of new lexis from context. To apply vocabulary knowledge learned to speaking stages.

Subsidiary Aims

  • To give practice in speaking fluency using grammar introduced in the previous lesson and using related words and phrases during different kinds of activities


Warmer/Lead-in (3-5 minutes) • To get students interested in the topic and set the context

-Have projector ready to project the context. -Have handouts ready to deliver. -Show Ss the picture describing a person that speaks different languages. -Ask Ss if they can speak another language. -Take some general FB. -Ask Ss to discuss in their groups if they know somebody that can speak other languages. -Monitor them to make sure everyone is involved in the discussion.

Pre-Reading (10-12 minutes) • To prepare Ss for the text and provide vocabulary to be applied in the context

-Pass the handouts. -Ask Ss to match the languages with the words 1-11 in their groups. part b 2)39 -Ask them to listen and check their answers. -Monitor them to make sure they get the correct answers. -Before reading the text, ask them to skim it for 3 minutes individually to have a general idea about the text. -Ask them to discuss what they think in pairs. -Monitor them to check their understanding from the text. -Have Ss to scan the text this time to infer the meanings of highlighted words from the context and dicsuss it in pairs in 2 minutes.

While-Reading #1 (10-12 minutes) • To focus Ss on the text mand to provide tasks for specific information

-Pass the coloured cards which include definitions and words seperately. 'multilingual' to be matched 'using or speaking more than two languages'. 'fluently' to be matched 'to speak a language easily, well, and quickly'. -Ask Ss to match the meanings with their definitions in groups for 3 minutes. -Monitor them to check their understanding and involvement. -Project the answers on the board to make the meanings clear for them. -Ask Ss to read the article solo for 5 minutes.

While-Reading #2 (14-16 minutes) • To provide controlled practice on the text after reading the text in detailed

-Ask Ss to answer the questions on part c individually for 5 minutes. Which language(s)...? did he learn as a child is he stduying at university does he like best etc. -Ask Ss to change their papers and check each others' answers. -Project the answers to the board to let them correct their mistakes.

Post-Reading (8-10 minutes) • To provide an opportunity for freer practice and expand their knowledge on what they've learned

-Change the pairs for free practice after reading. -Have Ss look at the part d and read the questions for 1 minute. e.g Have you ever travelled to another country and felt that there was a real language barrier? What other languages would you like to be able to speak? Why? -Have Ss to ask and answer the questions in pairs. -Monitor them to learn more about their language backgrounds. -Ask Ss to talk about what they learned about their partners.

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