TP7 Speaking Achieving Your Goals
The main aim of this lesson is for students to speak about achieving goals and how can you achieve those goals. Moreover, students will have to brainstorm about ways to achieve goals.
The sub aim of this lesson is to speak using the present simple and the present continuous when talking about achieving their goals.
Procedure (36-50 minutes)
To start off the lesson, I will tell them a short story about a friend, named Lana, that wanted to give up on studying medicine because she was finding it too hard. I will then ask them to discuss in pairs what might advise her to do. I will then ask the pairs to give me a couple of ideas that I will write on the board.
Continuing on the same path as the lead-in, students will watch a video about achieving their goals. I will ask them to keep in mind the following questions: 1) What is the main message of this video? 2) What did you understand? 3) Did it motivate you, or demotivate you? I will then ask them to work in pairs with their classmates in order to discuss the video and the questions that were asked to them. Afterwards, I will get feedback from them, and write a couple of more words they might mention.
I will try to elicit some vocabulary in context they might struggle with during the exercise. Words will include, consider /kənˈsɪdə/, /ˈæŋkʃəs/ and a phrase such as take things one day at a time.
This will be a brief overview of what they have already studied previously. I will give them a couple of sentences and make sure they can differentiate between present simple, and present continuous. After that, I will ask them to say one sentence each (direct, present simple) and their classmates shall report it back using said/tell (reported, past simple). Of course it will stay within the context of achieving your goals.
For my controlled practice, I decided to give them handouts that are not related to the text book, but are related to the topic. The exercise will include 2 different exercises were students will first answer a couple of questions, then plan what they are going to do, what they want to do, what they would like to do, and what they might do.
For the semi-controlled practice, students are going to pull out strips of paper from the table, and in pairs, they will have 2 minutes to plan for their answers and then they will come up and answer the question, the person with the question will report what their partner told them, and the person being asked will tell us what the question is.
For the free practice, students are going to get a travel plan card, and they will work in pairs in order to plan a vacation for someone who is trying to achieve their goals in traveling the world. If they are done before time, I might ask for feedback.