upper-Intermediate level


In this lesson students will practice speaking n the context of talking about achievements


Main Aims

  • To provide fluency speaking practice in a conversation in the context of general achievement and achievement of a particular person

Subsidiary Aims

  • To provide specific information in the context of achievements
  • To provide clarification of competitions, suppositions and challenges lexis in the context of achievements


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

A short clip about the main topic will be shown to students. They will have respond based on the video what the topic of the class will be.

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

An audio of five different people talking about achievements that they find amazing will be played to students. They will be able to read the audio's script during the playback. Student's will have to match the five people to the achievement those people shared. The activity will be presented in a google site that has the reference text and a form that students need to respond. Students will peer check their answers in BOR after an example is provided by the teacher. OCFB will be provided afterwards.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

An authentic text about space feats will be presented to students. The text contains all of the useful language suggested by the student's book, "New Cutting Edge", on page 57. The meaning of the functional chunks will be elicited through context and students will be expected to respond a form to check their understanding. The form will be presented in a google site along with the authentic text. Students will peer check their answers in BOR after an example is provided by the teacher. OCFB will be provided afterwards. The functional chunks form and pronunciation will be explained by the teacher. The functional chunks will be modeled naturally and drill chorally and individually.

Productive Task(s) (14-20 minutes) • To provide an opportunity to practice target productive skills

Students will have twenty minutes to talk with their peers about their achievements or someone else's. They will be switched every five minutes to another partner. The teacher will be monitoring the conversations and will help them out in case they need to be assisted. Students will be expected to make use of the list of "useful language" taught to them during the class.

Feedback and Error Correction (4-7 minutes) • To provide feedback on students' production and use of language

Students will be provided with feedback about the shared information during the productive task. Any mistakes that require correction will be taken care of. The right answer will be elicited from students by the teacher.

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