James Reckaway James Reckaway

Functional Language-Ambitions/Achievements
Pre-Intermediate level


In this lesson, students will learn about expressions used when talking about their ambitions and achievements. They will learn different exponents to use for this function during a role play exercise in the context of a job interview.


Main Aims

  • To provide clarification and practice of language used for ambitions and achievements in the context of interviewing for a job

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of a job interview


Lead-In (4-5 minutes) • To get the students thinking about job interviews and talking in English.

Open the Google Slides Presentation and show SLIDE 1 pictures. Split into groups and have them answer the questions with the pictures. (2 minutes) What kind of business is it? What are the people doing in the picture? Regroup for OCFB

Text Gist (7-8 minutes) • To answer the lead-in question and introduce the students to the target exponents.

Slide 2 have students read individually and answer the questions. (3 minutes) What kind of business is this? What picture is the text describing? Split into groups and have students discuss their answers. (3 minutes) Regroup for OCFB Underline 'ambition' and 'achievement' as the base of the lesson. Show slide 3 with the target exponents.

MAFP (11-12 minutes) • To provide understanding of the meaning, appropriacy, form, and pronunciation of the target exponents.

MEANING: Slides 4, 5, and 6. Split into groups and have students complete the tasks on the slide indicating whether each expression is for an ambition or achievement. (4 minutes). Do #3 as an example. APPROPRIACY: Slide 7 compare sentences 3 and 4. The longer sentence is more formal. Also, compare the words 'like' and 'love' with regards to both strength and formality. PRONUNCIATION: Illicit a response from students about the stress in the words 'ambition' and 'achievement'. Capitalize the stressed portion of the words. Drill the words and listen for proper stress and proper 'sh-' and 'ch-' sounds. If they have a problem differentiating the two sounds, demonstrate that the 'ch-' uses vocal cords, but the 'sh-' doesn't. Explain the linking in the verb 'to do'. It blends together in a sentence to sound like 't'do'. Illicit from students the waving intonation of the last 3 expressions. Draw lines on the slide. FORM: Expressions 1 and 2 use an infinitive verb after the expression. Illicit this from the students and write it on the slide. Have them give other examples that could be used. Expressions 3 and 4 underlined words describe either a person, place, or thing, and must be accompanied by the matching infinitive 'to meet', 'to go', or 'to do'. Illicit this from the students and have them provide other examples. Expressions 5 and 6 discuss things in the past. Just ensure students recognize that a past form of a verb must be used after the expression.

Controlled Practice (7-8 minutes) • To provide the students with the opportunity to practice proper form of the various exponents.

Provide link for the Google Form Students complete and submit on their own. (3 minutes) Break into groups and discuss answers. (2 minutes) Regroup for OCFB

Free Practice (12-13 minutes) • To provide the students the opportunity to practice the functional language during an interview role play.

Slide 8. Students work with a partner and role play a job interview. Each student will choose a company that his or her partner must interview for a job. Encourage students to use the exponents. They will play the role for 2 minutes before switching roles. After 4 minutes switch partners for the same task. Regroup for OCFB and DEC.

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