To provide students with multiple opportunities to practice speaking for fluency in the context of achievements.
To clarify the MFP of expressions which are useful for speaking about achievements.
To enable students to develop their listening skills (for gist and details) by listening to an audio clip in which people talk about achievements they find amazing.
Procedure (37-42 minutes)
On the first slide there are pictures of different achievements, with the word 'achievements' partially hidden. The visuals will pique students' interest, engage primarily visual learners, and display the vastness of the topic. T asks Ss to look at the pictures and guess the lesson topic. Ss guess the lesson topic. T tells Ss that for the opening activity, they will work in pairs/trios. If there are very few students, they will all work together in the main room. Ss see a list of achievements. T promptly instructs Ss to think of an example for each point in the list of achievements. Each point is essentially one kind of achievement. Some are more general than others. T quickly demonstrates an example: "The invention of an important piece of technology" is the first point. My example is the invention of the airplane. Ss return to the main room after 3 min. T listens to a few answers and moves on to the next stage.
T tells Ss that they will now listen an audio clip in which five different people talk about achievements that they find amazing. To provide stage transition awareness, T explains to Ss that they will now learn about five different achievements and why they are great. T presents two questions on the slide: (For each achievement) 1. What is the achievement and which category in the list* does it fall into? 2. What reasons for they give for admiring these achievements? *The list from before will be on this slide too. T tells Ss that their goal is to answer these two questions and that they should listen precisely for answers to these questions. T suggests that Ss take notes as they listen, so they don't miss anything. When they hear or decide on an answer, they should quickly note it down. T plays the audio clip, which is about 3 min long. Ss listen to the audio clip together. Ss make note of answers individually. Once the clip is finished playing, T tells Ss that they will now compare their answers with each other. If there is a good number of Ss, T creates and sends them to BORs. Otherwise, T keeps the small group of Ss in the main room. T instructs Ss to compare their answers. T gives Ss 3 min. T brings everyone back to the main room and reveals answers at once to save time. T asks if everyone got the right answers.
As this is not a lexis lesson, T covers the MFP of fairly quickly. T focuses on simply familiarizing Ss with the target vocabulary. T does not go one-by-one from one word/expression to the next. Using matching and categorization exercises, T speeds up the clarification of MFP while effectively familiarizing Ss with each MFP. The area that T focuses most on is P, since this is a speaking-focused lesson. T provides stage transition awareness to Ss: Now that Ss have listened to how people talk about achievements and heard the kind of language they use, they can take a closer look at some of those language items. Meaning T instructs Ss to match each word/expression with the correct meaning. On one slide, there will be a box with the words/expressions and a box with meanings. The words/expressions will be numbered and the meanings lettered. T instructs Ss to match and gives them 3 min. T reveals answers at once, makes sure everyone got them, then moves on. Form T instructs Ss to categorize each word/expression. There will be two tables with different categories labeled on the left-most side. T explicitly asks: Which expressions are sentence openers and which is a sentence ending? What part of speech is each word? Ss work individually for 2 min. T reveals the answers at once, makes sure everyone got them, and moves on. Pronunciation T tells Ss that now they will practice pronouncing the words/expressions. T explains that this will help them in the following speaking activities. T models each word/expression in a natural manner, clearly stressing the right parts and changing the tone correctly. T models one word/expression and instructs Ss to repeat. After drilling each word/expression chorally, T asks where the stress is. If it's a word, T asks how many syllables it contains. Then, T instructs Ss to complete one last categorization exercise about different intonations. On the slide, there will be a chart with labels at the top: fall at the end, rise at the end, steady throughout. Ss have 2 min. T reveals answers at once, ensures everyone got the right answers, and moves on.
T provides stage transition awareness by telling Ss that they are now prepared to practice speaking about achievements using the new words/expressions they learned. On the slide, there will be a useful language box with some of the words/expressions they learned plus others. Task 1 Now, you will choose one achievement that you find really amazing. It can be an achievement from the list, or it can be an achievement of someone you know personally or of a great leader/writer. Pick any achievement. I will give you two minutes to decide and do a little bit of research about it. Then, you work in pairs and share your thoughts. Take turns explaining the achievement you've chosen and why you find it so interesting/admirable. Ask each follow-up questions. Remember to use the language you learned. Ss decide on an achievement, do some quick research, and collect their thoughts for 2 min. T sends Ss to BORs. Ss share their thoughts in BORs as T monitors. Task 2 The next question is this: What do you hope that human beings will achieve in the next few years? T reminds Ss to use the useful language. T puts Ss in new BORs. Ss share their thoughts with each other. Task 3 What is one of your own achievements that you are especially proud of? For the purposes of switching things up and saving some time, this will be an open-class discussion. Ss share their answers with each other and T.
T has a list of erroneous sentences and phrases on a document, ready to edit. T provides stage transition awareness by telling Ss that we (as a class) will now work together to correct the sentences and phrases on the document. T guides Ss to correct each error. T elicits from Ss as much as possible. T makes some corrections himself to save time.