Frank Ameca Frank Ameca

TP3
Upper intermediate level

Description

In this lesson students will study grammar

Materials

Abc Google Docs
Abc Book
Abc Google Slides
Abc Google Forms

Main Aims

  • To review and contrast present perfect simple and continuous

Subsidiary Aims

  • To provide fluency speaking practice in a conversation

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

- T will show ss some photos. - Ask learners to talk about the topic in teams. Instructions: Look at the pictures. What kind of problem do you think the girl has? Discuss with your partner your guesses

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

- Tell students to read the activity and provide a suitable title for it. Instructions : Have a look at the sentences and share a title for the conversation. - T plays the audio. - T ask students to put in order the sentences. - SS have to check their answers with partners before sending answers Instructions: Put in order the sentences to form the conversation. Check your answers with your partners. Send your answers. OCFB - T go over the asnwers to verify answers are correct, if not, T will provide the correct one.

Highlighting (2-3 minutes) • To draw students' attention to the target language

- T will give Ss a link to read the previous conversation. -T ask them to read the text and answer a couple of questions related to text. Instruction: Read the conversation. TThen, asnwer the questions, Compare with your partner. Then, Send. OCFB T go over the answers to verify ss got the correct ones.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T will give ss a link to discover the meaning of the sentences OCFB T verify the answers are correct, if not, he will provide an explanation. CCQ's Is the HW finished? Am I STILL doing my homework? T will show ss a slide to elicit the form. For this T will ask some questions. Which one is expressing Present perfect? Which one present perfect continuous? How do we form them? have + participle < --- Present perfect simple have + been + participle < --- Present perfect continuous T models the pronunciation of the phrases and elicits relevant features of pronunciation Present perfect simple o O have done Present perfect continuous o o O have been doing

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

- T will give students a handout in GoogleDoc - SS will complete the handout by adding one more idea Instructions: Complete the handout by adding one more activity. Once students have done this, procede with the next instruction - SS will ask each other to find who has done the activity there Instruction: Ask your partner the questions, write if he has done it or not. You can add extra info. You have 4 min then you will change partners. ICQ's What are we doing? For how long are we doing this? - T will monitor the activity by jumping from one breakout room to another. OCFB T will ask student what they have discovered from their partners

Free Practice (6-8 minutes) • To provide students with free practice of the target language

T will show ss some questions. What have you been doing to improve your English? What have you done so far this year? What have you done this week? T will send students to a Breakroom to discuss the question. SS will have a chat to make use of the TL. T will monitor the activity to listen to ss and catch mistakes. SS will share with the class what they have talked about. T will point out 2 students.

DEC (1-3 minutes) • To provide feedback on students' production

T will monitor and note down the common errors that the students make during pair / group works and correct these errors on the white board.

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