Gonzalo García Gonzalo García

TP3
Upper Intermediate level

Materials

Abc Zoom platform
Abc Presentation

Main Aims

  • To provide review of present perfect simple and contrast it with present perfect continuous in the context of actions done in the past

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation where they use the perfect tenses reviewed in the context of unusual achievements

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

In Break-out rooms, have students ask and answer the following questions: Have you recently stayed up late at night doing something? What was it? Have you ever (at any time) lost money? What happened? What did you do?

Presentation (4-5 minutes) • To provide context for the target language through a text or situation

I will do the presentation through the text using Practice 2 on page 59 as the text where Ss will get the TL from, and the link is the next one: https://forms.gle/kG1hfD7KAgGF3b679. In the form, they must provide a title for the conversation and answer two simple questions as a Gist task (I elicit the instructions). They listen and answer by selecting the following question. After that, they compare answers in pairs (zoom chat) and OCFB.

Highlighting (4-6 minutes) • To draw students' attention to the target language

I share the next form to do the following intensive reading task to get marker sentences: https://forms.gle/aM9TdgqVgqd5WtBa8 Ss work in pairs on the exercise, and then we do an OCFB

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

I start providing MFPA by sharing the slides prepared on presentation, and asking help: ___ What do you think, in the timeline, the first sentence means? How do we draw it? (if the student shows hesitation, I open the forum to get help for the student (I draw using the zoom platform)). I still ask to other students: Has Mariana stopped crying? (no) When did Mariana started crying? (unkwon), Is Mariana crying now? (yes), When did Jane left ten messages? (unknown), Has Jane been able to speak with Andrew? No I then tell the meaning provided on the slide, I review and ask: What form do you notice (after students answer, I show the slide), correlating to form and pronunciation (stress and connected speech). I then introduce controlled practice

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

I share the following form (which adapts from practice 1 of our coursebook)to provide controlled practice of the language: https://forms.gle/wvWXC9Dy4TV8fK9V7. Students do this individually. I also ask students to choose three of those sentences and create a question from those? I show the examples on the slide

Peer-feedback (and open class) (2-3 minutes) • Have Students check progress and then, confirm in OCFB

Students check in pairs (via private messages on the chat box) the previous activity and then do an OCFB

Free Practice (9-12 minutes) • To provide students with free practice of the target language

I ask students to ask and answers the questions done by their peers in breakout rooms (several rounds)

Peer-feedback (and open class) (3-4 minutes) • Probable DEC

Based on what I see during the free practice activity, and answers that I elicit (which I write on the WB), I provide the error correction.

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