Joanna Pardo Joanna Pardo

Functional language
Pre-Intermediate level


Abc Student's book
Abc Google Form Controlled Practice
Abc Jamboard
Abc Google Form MFP

Main Aims

  • To introduce and practice functional language related to dreams, ambitions and achievements.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of dreams, ambitions and achievements
  • To provide gist listening practice using a text about dreams, ambitions and achievements


Lead-in (3-5 minutes) • To set lesson context and engage students

T will welcome Ss to the session and introduce themselves briefly. T will screen-share Jamboard slide 1 and briefly tell Ss about each sentence in the slide: "Which of these do you think is my dream? Why? Because it probably won't happen. Which of these do you think is my ambition? Why? Because I want to do it, and it is something that might happen. Which of these is an achievement? Why? Because it is something I am proud of." T will ask Ss to talk briefly about one of their dreams, ambitions, or achievements, considering the time limit for this stage.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

T will start new stage by asking Ss to read Jamboard slide 2 while screen sharing. T will allow for Ss to read the slide quickly. T will give new instructions: "Pay attention to the audios and match the dreams and achievements on the bottom to the speakers." For the FB on this task, T will ask quickly for the answers and ask Ss if the speakers are talking about their dreams and ambitions or about their achievements.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T will share new link with Ss with the GD task and give new instructions while screen sharing the Google Form. T will demonstrate the first question with help of a S. "Select the structures that are used to talk about our dreams and ambitions for the future." Do we use this structure to talk about the future? My greatest achievement was when I… No, so don't mark it. You will work in pairs, answer all the questions in the link. You have 3 minutes. Where are you answering? (In the link)" T will create BOR and let Ss answer the questions together. T will monitor Ss' progress to judge Ss' knowledge and adjust MFP accordingly. When time is up, T will bring Ss back to the main session and give feedback on the task with Jamboard slides 3-7. For questions 1 and 2 (covering meaning), T will make sure Ss understand the meaning of the sentences. If Ss have trouble with any sentence, T will go over CCQs: These structures are used to talk about our ambitions or dreams for the future. o One/Another thing I’d like to do one day is… o I’ve always wanted to… o It’s always been my dream to… o One thing I’d (also) love to do is… o I’d also like to…  Have these actions already happened? (No)  When are they happening? (In the future)  Are we sure they are happening? (No)  Do we want them to happen? (Yes)  Are we doing something to make them happen? (Probably) We use these structures to talk about past actions that were good and difficult to succeed in that now give us satisfaction: o One thing I’ve done that I’m very proud of is… o My greatest achievement was when I…  Have these actions already happened? (Yes)  Who did these actions? (Me)  Was there an effort to do these things? (Yes)  Are we happy that we did these things, or not? (We are happy) For questions 3, 4, and 5 (covering form), T will ask Ss to use the correct form of a verb and create new sentences following the rules. T will go over the pronunciation of the new sentences as they are created:

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will share new link with Ss and wait for them to open it. T will go over new instructions while screen sharing: "Select the correct verb tense for each sentence. For example, for question number one: I've always wanted to... go to Ireland going to Ireland went to Ireland. Help me, which is the correct form? You will work alone on this exercise for 3 minutes." T will allow Ss to work alone on the google form, when time is up T will go over new instructions: "Talk with your partner about your answers to compare them. Let's talk for 2 minutes." T will monitor Ss as they discuss their answers. T will look for points to bring up during FB of this task. T will bring Ss back to the main session and go over the answers to all questions. T will emphasize the points where Ss seemed to have trouble.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T will go over new and final instructions while screen sharing Jamboard slide 9: "Read the ideas on the board, and talk with your partner about your dreams and achievements about these topics. For example, S, can you tell me about a place you would like to visit? Talk with your partner for 4 minutes." T will share the sentences with Ss as a picture through the Zoom chat before creating the BOR. T will make sure all Ss have the sentences handy before breaking them into pairs. T will monitor the sessions and look for good and bad usage of the TL. T will bring Ss back to the main session and screen-share Jamboard slide 10 with the sentences from the freer practice task. T will ask help from Ss to correct the wrong sentences, and find the correct sentence. T will wrap up the session and thank Ss.

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