Gulzhanat Gulzhanat

Copy of The Secret Of Success
Intermediate level


The students in this lesson will learn some new vocabularies about success in life and they will use them in a freer speaking activity to talk about their life experiences. The teacher will start the lesson with introducing a successful figure, Mozart, and let the students share their knowledge about him, as a lead-in. Then, the teacher will give the students three questions for prediction as a pre-reading stage, and then will ask the students to read and see if the answers meet their expectations, as a reading for gist activity. After that, the students will read for scanning to find out the words that have the meanings given in this exercise. Afterwards, the teacher will drill, CCQ, and write the words. Next, the students will do a practice and do a fill in the gap exercise. At the end of the lesson, the students will do a freer practice speaking activity to use the new phrases in sentences to talk about themselves.


Main Aims

  • To provide practice of the secret of success in the context of successful life

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of life experiences
  • To provide gist reading practice using a text about Mozart success in the context of successful life.
  • To provide scan reading practice using a text about Mozart success in the context of successful life.


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

The teacher will play a sound track of one of Mozart's symphonies and start a debate with the students about the composer of this symphony. The teacher will ask some warming up questions to get the students involved like "Who is the musician who invented this symphony?", "Do you think he had a talent?" and "Do you think he was successful? Why?"

Reading for gist (4-6 minutes) • To enable the students to develop their ability to read for gist.

The students will be given three questions each. These questions will be about Mozart's life, and they will try to predict the answers each individually. Then, they will read a text about Mozart and answer the questions before they check their answers in pairs. The teacher, then, will give them the feedback orally since the questions are easy and clear.

Reading for scanning (8-11 minutes) • To enable the students to develop their ability to read for scanning and looking for specific information.

The teacher will give the students a handout with some definitions and ask the students to find out words that have the same meaning from the text individually. The students will read for scan to get out the target language, the phrases, that the teacher will drill later. Then, they will compare their answers in pairs before the teacher gives the feedback orally. The teacher, through the feedback, will elicit the phrases that he will drill with the students later. The teacher will use some ICQs in this practice like: Are you going to fill in the gaps? No Are you going to match words with definitions? Yes Are you going to work with a partner? No.

Eliciting, Concept Checking, Drilling, and Writing the new vocabulary. (8-11 minutes) • To focus on the target language.

The teacher will elicit the answer of the last practice from the students to get the target language phrases( have a natural talent, focus on, get better at, have the opportunity to do something, believe in yourself, practise, be a high achiever). Then, the teacher will ask some CCQs like: Is Messi a good player? Yes Does he have a natural talent? Yes Should I focus on Math when I have a Math test? Yes What can we do to improve our English speaking? We can practise English What will happen if you practice English? We will get better. I will sit down and ask "Did I have the opportunity to sit down?" Yes Is it bad to believe in yourself? No Do you have to work hard to be a higher achiever? Yes Then, the teacher will drill the words with the students chorally and individually, and will write the phrases on the board to elicit the stress and linking cases.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Students will do a gap fill exercise individually, and then they will check their answers in pairs before the teacher gives the model answer.

Freer speaking practice (6-8 minutes) • To provide students with free practice of the target language

The students will be divided into two groups. Group A will take handouts A including some questions and group B will take handouts B with other questions. Students in each group will form questions from the words given in their handouts and write down some notes about their partners. Then, the students in each group will find common information about each other. The teacher will monitor and give the students a delayed feedback for this practice is after fluency.

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