Jessalyn Jessalyn

Advanced/Upper Intermediate level


In this lesson, students will be learning to speak fluently about the subject of amazing achievements. They will practice listening, reading, and then learn new terminology to use while speaking about amazing achievements.


Abc Parrot, M. (2010). Grammar for English language teachers. (2nd ed.). Cambridge: Cambridge University
Abc Cunningham S. & Moor P. (2009). New cutting edge : upper intermediate : student's book

Main Aims

  • To provide fluency speaking practice in a conversation in the context of talking about amazing achievements

Subsidiary Aims

  • To provide reading practice about the topic of amazing achievements
  • To provide listening practice about the subject of amazing achievements


Lead-in (4-5 minutes) • To set lesson context and engage students

T will share screen with PowerPoint presentation slide that prompts students to think of examples of amazing achievements in specific categories. T will instruct that Ss have 2 minute to discuss this in breakout rooms. T will nominate a student to ask that questions and T will demo what is expected of the students. T will ask ICQs (instruction clarifying questions). “How many examples should you come up with for each category?” (one) “How much time do you have?” (2 minutes) T will send Ss into breakout rooms of 2-3 Ss to discuss, meanwhile T will observe each breakout room to monitor. T will bring Ss back to the main group. T will call on 2 students by name to ask them what they shared or what a partner shared in their breakout room.

Model (8-9 minutes) • To provide a model of production expected in coming tasks through reading/listening

T will share screen to show a chart Ss will complete in groups (Ex. 3) after listening to an audio. T will demo a possible response in the chart to ensure students know what to listen for and how to respond. Encourage Ss to take notes independently during the audio so they can share their thoughts in their groups. Students will listen to recording 5.2 from the New Cutting Edge book, as model of what it would be like to talk about amazing achievements. T instructs: "Take 3 minutes to fill out as much as you can in groups. Whatever breakout room you are in is the number slide you will work on." ICQ: Do you fill out as much as you can or do you have to fill out the whole chart? (as much as we can) Send link in chat. Send to Breakout rooms. Monitor. Bring back to large group for OCFB/review.

Preparation (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T will instruct students to look at a text version of the audio they just heard. T will instruct the students to work in groups and "bold" one phrase from each paragraph that indicates that the person was talking about an amazing achievement. Work in groups for 2 minutes. Work on the slide number that is the same as your breakout room. T will share screen and demo the first one. ICQ: Will you bold or underline the phrases? Share link. Send to groups. Monitor. Bring back to large group for OCFB. Ask 4 of them to share a bolded phrase. See if class agrees. T will bring up another slide with similar phrases that the students can use to talk about amazing achievements. T will clarify meaning by eliciting answers from students to match each phrase to a 'meaning'. T will have students do choral drilling of the phrases.

Speaking (14-15 minutes) • To provide an opportunity to practice target productive skills

Ex 1 & 3. T will instruct the students to discuss among themselves about an achievement they find amazing! (an achievement of someone they know or of someone famous.) They will discuss this in groups for 6 minutes, 2 times (in different groups). T will encourage them to try to share about a different achievement the second time. ICQs: are you discussing your own personal achievements or the achievements of others? (achievements of others) T will send link in chatbox to a slide that has the phrases discussed previously in the lesson. Encourage Ss to use these phrases while talking. T will send Ss to breakout rooms for 6 mins (x2). T will monitor and make note of good and poor sentences to review in DEC.

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

T will bring students back for OCFB. T will ask 2-3 students to share what someone in their group shared. T will type out sentences on a PowerPoint slide (shared screen) to review will students. (These would be sentences T observed during the speaking activity). Ask Ss- Is this correct or incorrect? What should be changed? Or ask- what is another way we could say this sentence? T will annotate elicited corrections on the slide for Ss to see. T will give correction/guidance as needed.

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