Karla Flores Karla Flores

TP6 Functions.
Pre-Intermediate level


In this lesson, learners are going to practice and revise functional language to discuss ambitions and achievements in the context of talking about their own lives. The lesson will start with a brainstorming activity (lead-in) Next, the learners will listen to 5 people talking about the topic and they'll complete a gist task in google forms. Then through guided discovery, they'll analyze the MFPA of the target language. After that, they will do controlled and freer practice. Finally, the teacher will conduct Open Class Feedback and Delayed Error Correction.


Abc Students' Book.

Main Aims

  • To provide practice and revise functional language to discuss ambition and achievements in the context of talking about their own lives.

Subsidiary Aims

  • • To provide gist listening practice using a text about ambitions/dreams and achievements in the context of 5 people talking about their lives.
  • To provide fluency speaking practice in a conversation in the context of ambitions/dreams and achievements,


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

- T shares the link and displays Jamboard with the topic of "Ambitions and achievements" - T clarifies the meaning of both words through CCQs. Points at 'ambitions' and asks: Are they sth that I've done or sth that I want to do? (sth I want to do) Points at 'achievements' and asks: Are they sth that I've done or sth that I want to do? (sth I've done) - Instruction: Use the add post-its tool and share some of your ambitions or achievements. - T gives 2 short examples. - Ss write their ambitions and achievements, so the whole group can see them.

Presentation through text (4 minutes) • To trigger previous knowledge students can use in the following tasks.

- T shares google forms link. - Instructions: Listen to 5 people talking about their ambitions/dreams, or about their biggest achievement. Match the names with the pictures. ICQs. Are you listening for detail or just to get a general idea? (a general idea) - T reproduces audio. - SS answer the task. - SS check their answers in pairs. 2 mins - T conducts OCFB by displaying the correct answers.

Language Clarification (12 minutes) • To highlight and clarify useful language for coming tasks

MEANING. 4 mins - T displays sentences and ss identify which of them discuss ambitions/ dreams or achievements. - T provides OCFB and asks CCQs. 1. I sth that I did in the past or that I want to do in the future? (in the future) 5. Did I get into university? (yes) How do I feel about it? (very proud) - T displays a cline and asks learners: How much does the person want to do these things? - SS put the sentences in order. FORM. 3 mins - T highlights two parts of some sentences. And asks ss: What part of the sentences can me change and what part is a fixed expression? - Ss answer. - T elicits the words that can go after the fixed expressions. PRONUNCIATION. 3 mins - T asks ss: What are the most important words in these 2 sentences? - Ss answer and T models sentence stress and elicit choral repetition. - T reads the third sentence with two different intonations, and asks ss which is the correct one? APPROPIACY. 2 mins - T asks: Generally, with who do we talk about these topics? With a stranger or with our friends? (with our friends) - Are contractions formal or informal? (informal) - When is more common to use this language? (informal situations)

Controlled Practice (5 minutes) • To provide accuracy practice and check learners' understanding.

- Instructions: Fill in the blanks with the phrases of the box. You have 2 mins. ICQs. Do you have to fill in the blanks with your own ideas? (no) With what? (words from the box) - Ss answers. - SS check in pairs. 2 mins - T conducts OCFB, by displaying the answers.

Freer Practice. (10 minutes) • To provide an opportunity to practice target productive skills

Set task 3 mins - Instructions: Choose an ambition and an achievement that you have. In Jamboard write short notes about what you would like to say. - T models task. ICQs. Do you have to write everything you want to say? (no) Just short notes - Ss write. - Instructions: In small groups, share your ideas. Ask follow-up questions. You have 7 mins - T models task with a strong ss. - Ss go into BoR.

Feedback and Error Correction (6 minutes) • To provide feedback on students' production and use of language

- T conduct OCFB, by asking some ss if they had sth in common with their partners and what was the most interesting thing they heard. - T writes ss ideas on the board. - T conducts DEC, by writing some samples of the ss production, asking learners to identify the correct and incorrect sentences and correct the latter ones.

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