T greets students T elicits places "How long have you lived in...?" T elicits companies or activities but first models these questions: "Where have you worked in?" "How long have you worked in...?" T asks students to answer in pairs and then leads OCFB

GIST T introduces (chesting) the first page of Handout #8. T points out at the text of Activity #1 and asks students to read the text in a minute. T asks students to talk about the topic of the text in pairs (or trios): "What is the text about?" INTENSIVE T asks students to unfold the first page thus revealing activities 2 and 3. T asks students to answer the questions of activity #2. T profits this time to write on the WB the exponents to analyse: "She stayed in bed for three months" "She has inspired women artists for over 70 years" "Musuems have shown her work since the 1930's" Before analysing the TL, T leads OCFB of activity #2.

MEANING T asks students to solve Activitiy #3 to convey meaning through a GD task. T writes the answer key of the exercise. T leads OCFB to check answers. FORM T directs the attention of the students at the exponents on the WB T elicits the parts of speech of the exponents and breaks down their gramatical structures: [Subject] + [past verb] + [place] + for + [duration]. [Subject] + has/have + [past participle] + [object] + for + [duration]. [Subject] + have/has + [past participle] + [object] + since + [point in time]. T elicits examples of the use of this structures from students to check accuracy. T asks students to mark where they think the stress is. T points out the exponents in Activity #3 and tells students that there is a space for them to mark the stress with a dot. T writes the answer key of the exercise. T leads OCFB to check answers. T monitors looking for phonemes ofthen mispronounced by Sapnish native speakers to maybe provide FB in DEC (if there is time).

T introduces (chesting) the second page of the Handout #8. T points out at Activity #4 and elicits the answer of the first exercise. Then T gives students 5 minutes to answer the following exercises. T asks students to write in a timeline the 5 most important moments/dates in their lives T asks students to intrudoce themselves with other students: "hi, nice too meet you, etc" "tell me about you..." Teacher models this with timelines from the WB and then ask students to introduce themselves. If there is time left T will ask students to change their pairs and introduce themselves again. T leads OCFB.

T provides FB in this order of importance: Meaning (probable lexis) Form (grammatical errors or mistakes) Pronuntiation (phonemes often mispronounced be Spanish native speakers). T elicits and drills if necessary (and if there is time left for that).