Speaking lesson: Giving a compliment

“I thought it was excellent!” 

Giving a compliment 

Level: Pre-Intermediate 
Time: 40 minutes 
Aims: reviewing and extending positive adjectives, giving and receiving compliments; 
students discuss when it is appropriate to give compliments in their culture. 

• Stage one: 

Write on the board the following two phrases. If you think your students
won’t know the meaning of the word “compliment”, give a quick explanation:

give/ receive a compliment

Ask students to try and remember, individually, a time they received a compliment.
Give them additional questions to help them remember. Some questions you can ask
are:

Who gave you the compliment? When was it?
Why? Was it for something you did? For your clothes? Your appearance?
Something you have?
What did they say?
How did you feel?
What did you say?

After giving them a minute to think about, ask students to work in pairs and tell each
other about their compliments.

• Stage two: 

Feedback as a whole class on this stage. You could start this feedback by
telling them about a time when someone complimented you.

• Stage three: 

Explain the following situation.

Mr Brown and Ms Green are colleagues at work. Ms Green has just given a
very good presentation at a conference. Mr. Brown wants to give her a
compliment on it. What does he say?

Ask students to work in pairs and to prepare a short dialogue (minimum 4 lines)
between Mr. Brown and Ms. Green. Circulate and help different pairs as needed.

• Stage four: 

Ask different pairs to read their dialogues out loud. Correct any serious
errors, but don’t spend too much time on this now.

• Stage five: 

Explain that you are going to give them another example of the dialogue.
Read out the following sentence:

I saw your presentation at the conference.
Ask the students to repeat it, then read out the next line and ask students to repeat.

You did?

Ask students to repeat this “pair” of sentences together, first as a class, then in open
pairs (two students across the class) then in closed pairs (two students working
together). Once they are familiar with it then move on to the next line.

I thought it was an excellent.

Ask students to repeat the sentence once or twice. Then repeat the whole thing from the
beginning, and end with:

Oh, thank you very much.

Ask students to write the dialogue down from memory. Give them a couple of minutes,
then write it up on the board for them to check against.

• Stage six: 

Underline the word excellent and elicit other positive adjectives that could go
in its place.

Possible answers:
really/ very good really/ very interesting /informative
superb fantastic

Point out and drill the pronunciation of each adjective, and that in the dialogue above,
the word thought and the adjective (plus modifier if any) should be stressed.
(I thought it was excellent; I thought it was really interesting)

• Stage seven: 

Distribute the handout and direct students’ attention to the exercise 1. Go
through the language in the table. Make sure to point out the following:
- the adjectives excellent, beautiful etc are non-gradable (you cannot use very, really
with them)
- only wonderful, delicious, nice and good can be used with the food words.

Ask the students to prepare a new dialogue which includes one of the compliments for
from the box (exercise 2)

• Stage eight: 

Ask different students to present their dialogues.

• Stage nine: 

Ask students to read the cultural information about compliments in North
America and to discuss the questions at the bottom. You could run this as a whole class
discussion.

Note: the cultural information is designed to provoke conversation and intercultural
awareness and should not be read as “absolute” truth regarding compliments. The whole
area of giving and receiving compliments is very variable. You may wish to
complement this information with that of your own experience.


Fuente: http://goo.gl/GuLhTx