vanina waxman vanina waxman

productive skills- speaking TP%
upper- intermediate level


Main Aims

  • • To provide fluency speaking practice comparing ideas in the context of achievements

Subsidiary Aims

  • • To improve lexical range with the inclusion of verb-noun collocations. To practice intonation and contrasted sentence stress to convey different meanings


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

Provide a presentation with familiar examples of famous people and their achievements. Encourage Ss to name different people famous for similar achievements. (use the TL as a first exposure) Have them compare a couple of ideas and opinions about the relevance of those achievements (add some visuals to remind them about usual discourse markers that they are probably familiar with)

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Provide an audio clip about people talking about achievements that they find amazing. Have Ss listen for gist and mention only the achievements discussed. Then share a google form with TRUE and FALSE statements focusing both on the achievements and the reason for choosing them. (provide the audio transcript in case they need it)

Useful Language 1 (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

Show the useful language we used previously to talk about achievements and elicit from students to the verb-noun collocations set records, win awards, make a fortune, raise awareness Use some CCQs about verb-noun collocations they are familiar with Can you do a mistake? NO - What verb do we use with “mistake”? MAKE Can you make your homework? NO - What verb do we use with “homework”? DO In BOR have Ss work in pairs to join useful verbs with their corresponding nouns and then meaning in order to identify more collocations to describe achievements set an example, raise money for charity, win a competition, make progress OCFB

Productive Task 1 (6-8 minutes) • To provide an opportunity to practice target productive skills

Ss have a moment individually to think about an achievement they find amazing and why. They can write keywords to organize their thoughts Ss work in pairs in BOR freely presenting their opinions, listening to each other, and asking questions.

Useful Language 2 (3-5 minutes) • To clarify more useful language to improve second productive task

T explains that the next task is about focusing on comparing ideas and contrasting opinions, so intonation and sentence stress might play an important role (especially for students whose L1 is Chinese or Spanish) T models a sentence that focuses the stress on one word and shows the change of meaning. Ss will then change the sentence stress and intonation following visual clues on Nearpod slides (contrastive stress) Ss answer multiple-choice to find out the new meanings conveyed by different stress and intonation patterns.

Productive Task 2 (8-10 minutes) • To provide a second opportunity to practice target productive skills

In different BOR, students will share their opinions again, focusing on comparing ideas and trying to convince their peers (or be convinced) They should try to choose one achievement that represents the group. Ss are encouraged to remember to use discourse markers, practice active listening, sentence stress and intonation, and useful language

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

DEC on good use or errors in the use of useful expressions. Feedback on their use of strategies to keep speaking fluently.

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