Copy of Lesson: Hopes, Dreams, and Ambitions
Students will be able to use functional vocabulary related to hopes, dreams, and ambitions.
Students will be able to speak about hopes, dreams, and ambitions with appropriate stressed syllables and schwa sounds.
Students will be able to listen for gist and detail related to hopes, dreams, and ambitions.
Procedure (37-46 minutes)
1. Images on board a. What are they doing? (Rock music, drown, train) b. Can you do any of these things?
2. Handout. Listen to their hopes, dreams and ambitions a. Instruct: match speaker to picture b. Audio 22 c. W/C FB – A → Eduardo, B → Aminata, C → Elisa
3. Groups. Instruct: match sentences – 4 mins a. Instruct: listen again to check answers b. Audio 22
PowerPoint – look at patterns/form in these expressions Pronunciation: a. Write (w/ stresses) on board: One day, I’d like to learn to swim. b. Say aloud once. Backchain, students repeat. c. Ask: what are these (ə)? i. Schwa: short and weak vowel sound d. What kind of words usually have a schwa? i. Grammar words, such as prepositions, auxiliary and modal verbs. e. What kind of words are usually stressed? i. Nouns, verbs, adjectives, and adverbs. f. Pairs. Instruct: mark the stresses and shwas for sentences in #3 – 5 mins i. Say sentences out loud to help g. Instruct: replay audio, use answer key, read along to check answers h. Answer key handout i. Audio 24 i. Stop each sentence, class repeats
4. Instruct: choose 5 expressions, write about your own hopes, dreams and ambitions – 3 mins a. Example: my dream is to travel the world.
Instruct: in partners, tell your partner your hopes, dreams and ambitions – 4 mins a. Monitor for W/C FB Instruct: tell W/C about your partners’ hopes, dreams and ambitions