To provide speaking fluency practice in the context of talking about a general achievement and achievements of a particular person
To provide gist reading in the context of people's opinions on different achievements
To provide practice of functional language that might be used in the context of achievements
Procedure (36-45 minutes)
T shows slide 1. There are pictures related to different achievements. T elicits what is depicted in the pictures and what all these pictures have in common. T moves on to slide 2. To engage Ss more T sends them to BoR for 2 minutes to talk about their achievements this year. After that there is OCFB on what the students heard from their peers. Possible ICQs: how much time do you have? ( so that they know they do not need to dwell too much on the topic as it is just preliminary stage)
Ss are given three opinions about outstanding achievements to read. T says that students need to identify if they all are about: -Achievement related to world leaders -Achievements related to the results of human activity -Both types of achievements ICQs: Are you reading quickly or slowly? The text has four gaps which is going to be the task for MAFP stage so it is vital to note that the Ss do not pay attention to them yet. After Ss read the text they need to vote on the right answer. T carries out the FB.
T asks the Ss to read the text again in pairs and fill in the gaps with the words. After that the right answers are given and the meaning of the following exponents is clarified in whole class discussion: 1. It’s incredible to realise (that he did it without the use of violence). 2. One achievement I find absolutely amazing (is the construction of Stonehenge). 3. One thing that I believe has made a real difference to (our lives is having running water.) 4. Just imagine life if (we weren’t able to get washed). Appropriacy, form and pronunciation are also covered after it. T elicits if the exponents are formal, informal or neutral. Next, T proceeds to the form and deals with the parts of the sentences that are not fixed. Finally, the pronunciation is covered with the focus on sentence stress and linking.
T tells the Ss that they are going to talk about an achievement they find amazing. They can choose from three possible types of achievements ( of famous people/ related to human activity/ of someone they know personally). T demoes and points out that they will need to use active lexis. Then T tells the Ss that they need to prepare individually for three min. ICQ: do your work individually or in pairs? (individually, Ss might think they need to start speaking straight away) After the preparation Ss are sent to BoR in order to tell the others about the achievements they have chosen. T monitors and collects output for DEC. If there is enough time left Ss work with different peers and tell them about what the have heard. If the lesson is close to the end there is OCFB and T nominates Ss to share their findings without the swaping stage.
First, T conducts content FB based on the ideas from the speaking. T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences/ words/ expressions and correct the latter ones. Then T deals with the OCFB and gives the right answers, works on some pronunciation issues and also comments on good language if needed.