Annette Frost Annette Frost

Success: Vocab and Speaking
B1 (Intermediate) level


In this lesson, students will learn vocabulary about success within the context of how people achieve success and what it takes to succeed as a student. In addition to vocabulary practice, students will practice speaking skills by discussing their own ideas of success with one another.


Main Aims

  • To provide clarification and practice of phrasal vocabulary in the context of success

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of success


Warmer/Lead-in (6-9 minutes) • To set lesson context, engage students, and pre-teach vocab

Warmer Pt. 1: (1-2 min) Put two pictures on the board (pass out copies as well assuming room is too large to see photos on board; and since not yet familiar with projector to save time). What do you think of when you see these two pictures? What are their similarities and differences? What word best describes each picture? Elicit words and write them on the board. Try to elicit the two pre-teach words. Pre-teach vocab: (2-3 min) Success Failure What is success? What is failure? Warmer Pt. 2: (3-4 min) Write question on board: What is the best way to be successful in school? Elicit (and write on board): work hard (at your classes); focus on your work; practice English

Exposure (5-7 minutes) • To provide context for the target language through three quotations

Speaking Exercise: (5-7 min) Hold up page with 3 quotes: On page 80 of your text book you will see three quotes. In pairs, read the 3 quotes. Discuss with your partner: What do they tell you about success? Do you agree or disagree with each quote? ICQ: Will you be working alone or in pairs? (pairs) ICQ: Will you be writing down your answers, or discussing them with your partner? (discussing them) Divide class into pairs; take 3-4 minutes to read and discuss. Monitor – Listen for target language use, and any mistakes to note down for the vocab clarification section. Feedback: Group feedback – go over each quote and clarify understanding.

Highlighting (2-4 minutes) • To draw students' attention to the target language, and activate passive knowledge

Highlighting Writing Exercise: (5-7 min) On your own, write the name of three very successful people. If you can’t think of someone, you can look at the bottom of page 80 and pick from there. Take 1 minute to think of three people and write down their names. Then, take 3 minutes to write down answers to the following questions. 1. How and why did these people become successful? 2. Do you think they have a special talent, or have they just been lucky? 3. What advice would you give to someone who wants to be as successful as these people? *(While students are working; write the 8 sentences on the board)* Feedback: Group feedback; select a few relevant answers and write them on the board in order to highlight target language.

Controlled Practice and Clarification (7-9 minutes) • To concept check and prepare students for more meaningful practice; To clarify the meaning, form and pronunciation of the target language

Vocab Activity Pt. 1: (7-9 min) (2A) Hold up worksheet. Point to the blanks, and to the words in the box. Complete the sentences below with the phrases in the box. You will work alone to fill in the blanks. When you finish; check your work in pairs. ICQ: Will you work in pairs to fill out the worksheet? (no, alone) ICQ: How will you check your answers? (in pairs) Feedback/Clarification: Elicit answers. Have 8 students write them into the blanks on the board. Do people agree? Correct any mistakes. Drill each vocab phrase. CCQ: If you have a natural talent, have you had it since you were born? CCQ: If you speak English every day in order to get better at it; what is that called?

Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

Vocab Activity Pt. 2 (4-6 min) Hold up worksheet again. Match the new phrase with its correct definition on the right. There are only 6 phrases, so 2 definitions will not be matched. Work alone. Take 3 minutes. Feedback: Mark numbers on board next to correct definition.

Free Practice (5-7 minutes) • To provide students with speaking practice of the target language

Free-er Practice: Speaking (5-7 min) Choose two of the phrases from the box on the page, and write 2-3 sentences which are true for you. Discuss your ideas with your partner. Do you and your partner agree or disagree about the ideas you wrote down? Feedback: What was one idea that you and your partner both agreed on? Elicit a couple responses. Error correct if necessary. END

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