Ahmed Ahmed

Keys To Success
B1 level


By the end of Cycle 1, students will be able to express personal views and describe qualities for success using infinitive clauses and phrases.


Abc Handout 1

Main Aims

  • To provide practice of Infinitive Clause in the context of Business Success
  • To provide accuracy speaking practice in a Role Play in the context of Job Interviews

Subsidiary Aims

  • To provide clarification and practice of new vocabulary in the context of Business
  • To provide deduction listening practice using a text about Business in the context of Mobile Applications


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

1- SNAPSHOT -Books closed. Give Ss or elicit a list of international companies. Elicit products that the companies make. For example: International company Product Nike Athletic clothes Google Search engine Facebook Social media Samsung Electronics Skype Internet communication Häagen-Dazs Ice cream Pepsi Soft drinks -Books open. Ask Ss to read the Snapshot. Ss may use their dictionaries. -Ask Ss if any of the facts surprise them. Why? - Elicit or explain any remaining new vocabulary. Vocabulary goddess: a female god everlasting: lasting forever or for a long time Danish: from the country of Denmark upset stomach: a feeling of mild sickness -Option: Read aloud the main products and facts (omitting the name of each). Ss listen and guess the company. - Read the questions. - Ss discuss the questions in pairs, small groups, or as a class. - Option: If your class is made up of business Ss, have several Ss give a brief presentation (or “snapshot”) of their company.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

2- PERSPECTIVES - Find out what Ss know about surveys. Ask: “What is a survey? Has anyone answered a real survey before? Why do businesses conduct surveys? - Books closed. With Ss, brainstorm some factors that make an app successful. Ask Ss to write their suggestions on the board - Explain the task. Point out the three options and explain the numbering system. -Then ask the class to complete the first three boxes. To make sure that Ss understand the task, take a class vote. Which of the three options do Ss think is the most important? - Ss complete the task individually. Go around the class and give help as needed. Write new words or expressions on the board in your vocabulary column. -Play the audio program. Ss listen and read. Ask Ss to raise their hands when they hear a success factor they rated most important.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

4- GRAMMAR FOCUS - Learning Objective: use infinitive clauses to describe purpose [CD 3, Track 3] - Write these sentences on the board. Ask Ss to fill in the blanks (answers in parentheses): Describing purpose with infinitive clauses 1. ________attract talented professionals, a company should offer competitive salaries. (To) 2. ________ ________ ________finance a new business, it’s a good idea to get a bank loan. (In order to) 3. ________a small company ________ profitable, it should have a good marketing plan. (For, to be) 4. ________ ________ ________an app to succeed, it has ________ be easy to use. (In order for, to) • -Explain the different types of infinitive clauses. Elicit or explain how sentences 1 and 2 are similar: (In order) + infinitive In order to finance a new business, it’s a good idea to . . . To attract talented professionals, . . . - Point out that sentences 3 and 4 both use for. (In order) + for + noun + infinitive In order for an app to succeed, . . . For a small company to be profitable, . . . - Elicit additional examples. Write some of the Ss’ suggestions on the board.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

4- GRAMMAR FOCUS Explain the task. • Ss work individually and match goals with suggestions. Go around the class and give help as needed. • Go over answers with the class. If Ss have different answers, ask them to explain their choices. Accept any answers that are logical and grammatically correct. • Then Ss work in pairs. They take turns reading their sentences. Remind Ss to use the reduced forms they practiced in Exercise 3. Possible answers 1. c, d, e 3. b, c, d, e 5. a, d, e 2. c, d, e 4. a, b, d

Free practice (13-15 minutes) • To provide students with free practice of the target language

6- ROLE PLAY Learning Objective: use infinitive clauses in a job interview • Explain the task. Ask three Ss to model the conversation. • Students work in groups of three. Student A is the interviewer. He or she chooses a job from the list. Students B and C are applicants. Each tries to convince the interviewer that he or she is best for the job. Remind Ss to use vocabulary from the Word Power, as well as to recycle vocabulary from pages 3, 30, and 74. • Set a time limit of about seven minutes. Go around the class and give help as needed. • Ss change roles and do the role play again.

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