Gabriela Britos Gabriela Britos

TP5 GBritos
Upper-intermediate level


Abc Warm-up
Abc input for the lesson

Main Aims

  • Skill: By the end of the lesson, students will have practised speaking for fluency in the context of talking about achievements

Subsidiary Aims

  • They will also be able to use lexis connected to achievements which will allow them to fulfill the speaking task successfully
  • They will also practise showing interest by using functional language in conversation about achievements


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T Shows pictures and asks "What do these image suggest to you?" "Write in the chat as many words as come to your mind". Sts: Success/victory/win/prize/trophy/achievement/

Content preparation (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

T tells students an anecdote about an achievement, using "The achievement that means most to me is....It all started when I ..... At first it was difficult, but then, ..... Now I canĀ“t imagine my life without......" Well, something I'd like to achieve in the near future is finding work-life balance, having more free time to spend with friends and family and practise meditation. I think that my life will improve 100% if I do this.

Language Preparation (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

1. Send sts a jamboard through the chat. T: Here are some expressions. Put them under the right column. You have 1 minute to do this" Show one as an example. Go over the expressions with the students. Check answers. Go through the expressions, elicit stress, linking, intonation and drill for pronunciation. 2. Send sts a google form through the chat. T: "Here are three verbs. Tick the words that go with each verb. You have 2 minutes". Elicit answers. Go over the expressions elicit stress and drill for pronunciation.

Speaking tasks (18-20 minutes) • To provide an opportunity to practice speaking for fluency

T. Now you'll do something together. T: Ask each other about your achievements. Share google docs with questions You have 8 minutes to speak. Set students into pairs to work in breakout rooms. While students are in the breakout rooms, T monitors and takes notes of good language and errors. After 8 minutes, students go back to main room. T tells students: Now talk to another student.. Tell each other what you would like to achieve and why. Share googl docs. You have 8 minutes. T monitors. T closes breakout rooms. If there are still a few minutes left for another round, T now says: "Now you'll talk together about someone you know who has made an achievement". You have 4-5 minutes, T monitors.

Content and language feedback (5-6 minutes) • To provide feedback on students' production and use of language

When students come back to the main room, T writes on the B examples of good language produced by students and error correction as regards meaning, form and pronunciaton.

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