-To provide accuracy and fluency speaking practice in a conversation about a person they nominate for the Inspiration Award in the context of real lives.
• To provide review and practice of positive characteristics in the context of real lives
Procedure (35-45 minutes)
I will show students three pictures of famous Egyptian people who were awarded the Nobel Prize. I will ask them to discuss in pairs why they won this prize, their personal qualities and other achievements that inspired people.
I will start this stage by teaching students some new vocabulary that they are going to expose to in the listening task. I will quickly clarify their meanings. nominate inspiring charming dedicated -Students will listen to three different audios about people who are nominated for the Inspiration Award. They will listen and complete the table. I will demo the first one with students. Then I will give them five minutes to listen and write the answers. Then check in pairs before I give them the feedback.
I will elicit the target language that the students hear in the audio and write them on the board after I do the MPF with the students. I will divide the board into four sections and let students tell me where can we put the sentences. He’s the most talented footballer. She’s exceptionally talented and clever. He’s an excellent role model for young men. She became famous for playing the role of…….. I nominate Mark for the inspiration Award. He’s inspired a lot of young people. He is still charming and dedicated.
After clarifying the useful language on the board, I will set the speaking task. Students will be asked to think about someone who is famous or one of their family members and nominate him/her for the Inspiration Award and write note notes about them for 2 minutes. I will ask students to start the discussion in pairs. Then I will swap roles. I will let them talk about their partners. I will ask them to think if they have something in common to achieve the communicative goal.
After students finish their discussion, I will ask some students to tell me about the others for content feedback. I'll write on the board some sentences that they have just used and ask them if they are right or wrong for the linguistic feedback.