Silvina Silvina

TP3 Grammar
pre intermediate level


Main Aims

  • To provide practice and clarification of intentions and wishes in the context of after quarantine

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of life after quarantine


Warmer (3-5 minutes) • To set lesson context while waiting for Ss to join

T welcomes Ss and start a casual conversation by saying "What are you doing during this quarantine?"

Lead-in (1-2 minutes) • To set lesson context and engage students

T shows slide 2 and says to Ss: Look at this question (Are you a live wire or a couch potato?) Can you guess what that means? T gives a few seconds for Ss to give some ideas. Ss shares what they think it means Problem: Ss may not know what a Live Wire is. Solution: T shows slide 3 with images of a live wire / a couch / a potato

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

T provides Ss with a link to the next activity and says: "here, you tick what is TRUE for you. You have 3 minutes" ICQ: Is there right or wrong questions? No. I pick what is true for me. After, T says: "Check with your partner: how many in common do you have?" Check in private chat. You have 2 minutes. After pair checking, T invites Ss to share answers and gives a minute for them to answer. Then, T shows slides 3 and ask: "In general, Are you a live wire or a couch potato? Is it different now in quarantine?" T gives a minute for Ss to answer

Highlighting (1-2 minutes) • To draw students' attention to the target language

T comes back to the Form (sharing screen) and scan the sentences. T elicits the two different structures we can find.

Clarification - Meaning (8-10 minutes) • To clarify the meaning of the target language

T shows slide 5 and ask Ss to answer on public chat what is the answer for those two questions. CCQs for "She is going to buy a new computer" Does she have a new computer? No Is her plan to buy a new computer? Yes CCQs for "She would like to buy a new computer" CCQ’s: Is her plan or her wish? Wish Will she buy it? We don’t know Does she have a new computer? No T elicits more examples inviting to use negative and interrogative form and writes them on slide 6 T also adds: Is "I’d like" more polite than “I want”? yes (if not said yet) Have you heard "Would you like some tea/coffee?" What does it mean? is a polite way to offer something. more polite than want. T makes sure Ss understand "I Would Like" is a polite way to say "I want"

Clarification - Form (3-5 minutes) • To clarify form of the target language

After the examples Ss gives, T shows slides 7, 8 and 9 Slide 7: T elicits "what form of the verb comes after?" infinitive "what 'd means?" Would Slide 8/9 : T elicits structure for Affirmative, Interrogative and Negative form of both sentences "She's going to buy a new computer" and "She'd like to buy a new computer"

Clarification - Pronunciation (5-6 minutes) • To clarify and practice pronunciation of the target language

T shows Slides 10/11 and elicits stress linking and intonation. T shows weak forms T drills chorally and individually (as needed) each sentence

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T instructs Ss to open a new Form: "Intentions and wishes for 2020" T says: This is a list of plans and wishes my friend Laura made for 2020. Look at the list and fill the gaps on sentences. You have 3 minutes. Answers: 1-b / 2-b / 3-b / 4-b / 5-a / 6-b / 7-a / 8-b / 9-a / 10-a T asks Ss "check with you partner via Private Chat. You have 1 minute" T conducts OCFB showing the result she's received

Free Practice (7-8 minutes) • To provide students with scaffolded freer practice of the target language

T shows slide 12 and explain next activity. Now we will talk about OUR plans and wishes! What is the first thing you are going to do once quarantine is over? T gives a few seconds for one or two Ss to answer shortly. T tells Ss they will be sent to Breakout Rooms to share more about the topic T instructs Ss to open a GDoc while setting the pairs "in that document you find more ideas to ask and answer about your plans" ICQ's Are you writing or talking? Talking Are you ONLY using those questions? No, the document is a guide. "You have 5 minutes" T monitors Ss talk getting into rooms (microphone and camera off) T listens to Ss talking and writes down good/bad language phrases to use in DEC T may redirect conversation between Ss in case they are not talking or not following the task. OCFB: Once Ss are back to main session, T invites one or two Ss to share what coincidences they found out while talking. "have you found any coincidence on your plans and wishes?"

Delayed Error Correction (3-4 minutes) • Show Ss some examples of god and bad language happened during the lesson.

T shows on Doc they have opened for last practice, some sentences to check if they are correct or need to be changed (vocabulary, form, accuracy) T may also use phrases to correct pronunciation. T elicits answers from Ss

Extra practice (3-3 minutes) • To privide extra speaking practice of structures Ss learnt

T shows slide 13 and asks Ss: After quarantine: Are you going to be a live wire or a couch potato?

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