By the end of this lesson, students will have practiced and reviewed functional language related to discussing ambitions and achievements
To provide gist reading practice using a text about ambitions and achievements
To provide fluency speaking practice in a conversation in the context of ambitions and achievements
Procedure (38-45 minutes)
- T displays PPT slide with pictures of achievements and ambitions. - T elicits examples of achievements and ambitions from students, types them in the PPT. - Instructions: What can you tell me about these pictures? What word do we use for something we really want to do? (Try to elicit ambition, write it on the PPT) What do we call something we worked really hard to do and we finished? (Try to elicit achievement, write on the PPT) What is the DIFFERENCE? - T discusses the different between an ambition and an achievement as necessary. - T shows focus of the lesson, language for talking about ambitions and achievements.
- T provides gist task using reading on a Word Document. - Instructions: [Ask gist question:] How do the speakers feel about their achievements and ambitions? You have 2 minutes to read QUICKLY. - ICQs: How long do you have? (2 minutes) Are you reading for detail or just for the main idea? (Main idea) - Ss open word document. and read. - Instructions: Discuss your answers with your partners for 1 minute. Do not look at the second task. - T sends Ss to BORs to discuss their answers briefly. - T conducts OCFB and points out TL.
- T asks students about the language in the reading. - What tells you this is in the past? What tells you this is in the future? - T attempts to elicit [if applicable]
- T asks students to complete Guided Discovery task using the word document. - Instructions: Go to the worksheet. [T shows worksheet on screen.] Choose the ______. You have three minutes. - ICQs: How long do you have to answer the quiz? (3 minutes) - Ss do exercise in groups. T observes and helps if necessary. - T conducts OCFB. - 1. What tense do we use to talk about ambitions? (Present simple) 2. What tense do we use to talk about achievements? (Past simple) - T reviews MPF of TL (see language analysis below).
- Complete the sentence activity - T asks students to complete the Controlled Practice using the word document. - Instructions: Go to the worksheet. [T shows worksheet on screen.] Choose the correct answer and fill in the blank. You have three minutes. - ICQs: How long do you have to answer the quiz? (3 minutes) Good. Begin. - Ss do exercise individually. - [After time] Check your answers with your friends. You have 2 minutes. - Ss check answers in groups. T observes and helps if necessary. - T conducts OCFB.
- T tells students they are going to do a speaking task describing achievements and ambitions in their own lives. - T scaffolds the task by saying students can refer to useful language on the word document. - Instructions: Tell your partner about your greatest achievement and your greatest ambition. Use the language from class today, look at the link again if you need to. - Be creative! You can use the examples from earlier. - You have 5 minutes. - T demos task, demos with a student if there’s time. “Pedro/Luis, what is your ambition? Why?" - ICQs: How long do you have? (5 minutes) - Ss discuss their personal ambitions/achievements. - T monitors and helps as necessary and notes language for DEC. - T asks students to share their achievements/ambitions. - T writes on the screen samples of Ss’ production and performs DEC, attempting to elicit accurate language from Ss.
- T asks students to share one or two of their stories. - T writes on the screen samples of Ss’ production and performs DEC, attempting to elicit accurate language from Ss.