Cesar Becerra Cesar Becerra

TP 3
Pre-intermediate level


In this lesson, students will work with the verb + gerund construction. First, they will discuss questions to set up context. Then, they will read a conversation that uses the TL a lot whilst doing a gist task. Then, there will be controlled practice and, finaly, they will have freer practice of the TL.


Main Aims

  • For students to learn lexis generally used in the verb + gerund construction and to have the opportunity of practicing it in the context of likes and dislikes

Subsidiary Aims

  • For students to develop their speaking skills in the context of debating what they like or dislike


Rapport (2-2 minutes) • To build rapport with the students and to generate a possitive learning environment.

T. Asks students how they are, trying to ask follow-up questions from any events in their life that he remembers.

Lead-in (3-3 minutes) • To engage students in the context of the lesson

1. T asks students (and shows in Google Slides) the following questions: "What activity do you like?" "What activity do you dislike?" If there are three or two students, they can discuss in the main session. If there are four or more, then T assigns pairs and they have to discuss via private messages. 2. T elicits from students what their partners comented.

Exposure (3-3 minutes) • To present the target language in the context of a short dialogue.

1. T. shares screen with Google Forms in it. There he explains this is individual work, there are two minutes, Ss must read three possible summaries and choose the correct one, and they must read quickly. 2. T. asks ICQs "How long do you have?"(2 min) "Do you have to understand every detail?" (no) 3. Ss read and answer.

Peer check (1-1 minutes) • For students to gain confidence in their answer before open class feedback

1. T instructs students to check in pairs via private messages. They have one minute 2. Ss. check in pairs.

Open class feedback (2-2 minutes) • For students to know if they have the right answer

1. T asks students if they agreed with their partners in Peer check. 2. If there are discrepancies, T asks S to argue. 3. If everyone agrees, T briefly asks "why not answer 2: Mary and Francis share what they will do next week?"

Clarification (4-4 minutes) • For students to gain clarity in the meaning and form of the TL through a guided discovery Google Forms

1. T shares screen and shows students google forms. 2. T. instructs students to work in pairs, in breakout rooms. They have 4 minutes 3. Ss work

Open class feedback (6-6 minutes) • For students to learn if their answers were correct and to cover pronunciation.

1. T. reviews the questions from the Clarification stage by eliciting the answers from the students. For every answer, T asks CCQs. If clarification is needed, T. attempts to provide it through examples and elicitation. 2. T. goes over pronunciation, covering word stress and linked words (where necessary).

Controlled Practice (3-3 minutes) • For students to produce the TL in a guided way so they develop confidence

1. T instructs Ss to work individually in the Google Forms 2. Ss answer Google Forms individually 3. T monitors

Peer Check (2-2 minutes) • For students to gain confidence in their answers before open class feedback

1. T. instructs Ss to check their answers via private messages (if there are four or more) or in the main session (if there are three or two). Students have two minutes. 2. T monitors

Open class feedback (3-3 minutes) • For students to verify if their answers were correct and to dissipate any doubts there may yet be.

1. T elicits answers from students. 2. If there are discrepancies or if the answers are incorrect, T asks CCQs and tries to elicit the correct answer.

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

1. T instructs students to work in pairs and find out 3 activities they both like/love doing and 3 they both hate/not feel like doing. 2. Ss have three minutes for this as T. monitors (breakout rooms) 3. T. pulls students out of breakout rooms and now the different teams (two or three at most) have to find out if they have activities in common for the likes or dislikes

Open class feedback (2-2 minutes) • For students to get yet more speaking practice, and for them to talk about their partners' answers.

1. T asks Ss if they had activities that one of them liked and the other didn't. 2. T asks Ss, out of all mentioned activities, which is their favourite, and which they hate the most.

Delayed Error Correction (4-4 minutes) • For students to learn from their own mistakes so they can improve their English skills.

1. T shows students mistakes they made throughout their free practice activity. 2. T. tries to elicit from the students what the mistakes are and why. 3. If students cannot recognize mistakes, T shows additional sentences for students to compare.

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