David Manuel Ortiz Barradas David Manuel Ortiz Barradas

LP_TP 7 David Ortiz
Upper-intermediate level


The students are upper-intermediate with the majority of them with sufficient communication skills to develop a fluent class in terms of reviewing and practicing the TL and achieving the goals successfully.


No materials added to this plan yet.

Main Aims

  • To provide clarification of Wish + past form in the context of Career or family life

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation in the context of Career or family life


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Tt displays an image including five words (fun, money, time, work, family life) and asks the students to tell each other their ideas based on the following question. - What would you like more of in your life? Tt monitors their opinions and closes the lead in with the whole class by praising a little bit and showing himself open and interested in what the students have said.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Tt tells students the following sentence, as he shares on the screen such phrase. - "I wish I had more time to travel. I don't have enough time to do so"...this is, perhaps, one way I wish my life were different... Tt shares the first screen with four texts form people talking about their wishes in life and gives instructions on what Ss must do in the activity -GIST task in pairs Tt shares the link and creates work teams and sends them to breakout rooms Ss do the activity in pairs Tt runs an answer check with the whole class

Highlighting (2-4 minutes) • To draw students' attention to the target language

Tt says that now Ss will see how to express these wishes clearly grammatically speaking, he uses ideas such as "now let's see how they express their desires" though, never says the word grammar indeed. Tt shares a second screen where sentences from the text already seen are displayed and delivers the instruction to follow. Tt provides students with the link Ss will do the task Tt runs and answer check by using CCQ's

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

Tt displays a screen with the activity to be explained, then Tt delivers instructions and shares the link. Ss will do the task individually Tt creates breakout rooms and asks students to discuss their questions Tt runs an answer review with the whole class

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

Tt delivers a controlled practice task including two exercises, a choosing task and a fill in the blanks one. Tt shows it by sharing the screen and delivering instructions to students. Tt shares the link with the students Ss do the task individually Tt reviews the answers with the students in a whole-class modality and runs a little bit of correction in needed

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

Tt delivers a pair work activity by prompting on the screen three sentences, then students will have to find the wishes for those. Tt explains the activity by picking one student and modeling the activity as an example with them and opens breakout rooms Ss do it in pair work Tt reviews the task with the class

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Tt asks students to think about one or two things they really want in life, asks them to write them on a copule of sentences and then delivers the activity. Ss will have time for speaking and sharing their ideas Tt monitors and jots down possible errors Tt runs a DEC by sharing on the screen and having students to correct themselves in the first place and then, if necessary, Tt provides a guided answer correction

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