By the end of the lesson... Learners will be able to develop their functional language in the context of talking about success.
By the end of the lesson... Learners will be more familiar with a number of vocabulary items relating to success Learners will have developed oral fluency on the topic of success Learners will have the opportunity to develop their speaking skill through pair and group work Learners will be better able to use some expressions with dependent prepositions
Procedure (45 minutes)
Students work in groups T asks Ss to look at pictures and discuss: 1) What can you see? 2) Which are you proud of? Monitor and help where necessary. Elicit a few answers. Flash the answers on the screen with the pictures then leave the pictures on the screen. Elicit other words related to success such as "focus, believe, talent, work hard, opportunity. Write on the board: to be a higher achiever/ world class at sth to have a natural talent for sth/ the opportunity to do sth
T tells the students to look at a number of pictures (work hard, be a higher achiever, have a natural talent for, focus on, have the opportunity, believe in yourself, master, world-class.) T asks SS to look at the first picture. SS look at the pictures. T elicits the meaning of the word " Work Hard" from the SS T uses CCQs- If you work hard in your tasks, do you use more energy and time or less energy and time? Do you work for short or long hours? T models and drill as a class and individually T elicits the form from the students T does the first one as an example. For the rest of the words, T will display pictures on the screen do MFP and check understanding with examples, elicitation, and CCQs. T tells SS we will use some of these words later in the lesson so to write them down.
T hands Ss a printed exercise where they will have to do sentences completion with 8 phrases from the language box to double check their understanding on how to use these phrases in different types of sentences. T does the first one as an example T asks students to read the sentences T asks Ss to work alone Pair work and pair check Individual work - Pair check Boarded/Screened Feedback
T provides SS with a printed exercise for a “match meaning” activity T asks students to read the sentences T does the first one as an example T asks Ss to work alone Pair work and pair check Individual work - Pair check T tells Ss that answers are under their chairs
T asks Ss to write two sentences which are true for the Ss. T reminds the Ss to use the phrase that they have studied. T does the first one as an example T asks Ss to work alone Pair work and pair check Individual work - Pair check Boarded/Screened Feedback