Lucas Lucas

TP8 Lesson Plan Lucas Gerardo González
Upper Intermediate level


No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a restaurant review

Subsidiary Aims

  • To provide clarification and review of adjectives in the context of restaurant reviews
  • To provide gist reading practice using a restaurant review


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

Perform a brainstorming/prediction activity. Show them pictures of Lido Bar and ask them what kind of food they think is served there. Write student's answers using zoom's virtual board (3 minutes)

Exposure (5-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Instruct students to read a review of Lido Bar. Give them a gist task: "What kind of food is served in Lido Bar? Whose Prediction was the most accurate? Allow 1 minute (2 minutes) Perform OCFB. Elicit answer from students (2 minutes)

Useful Language (12-12 minutes) • To highlight and clarify useful language for coming productive tasks

Instruct students to read the text again. Tell them to pay attention to the highlighted words. Allow one and a half minutes. (2 minutes) Elicit answers from students. What kind of words are they? "adjectives" What is their purpose? "They describe nouns/pronouns" (2 minutes) Tell students in a dramatic way: "BE CAREFUL! THERE IS ONE WORD YOU SHOULD AVOID" Elicit the word from students. (1 minute) Ask students to complete the meaning guided discovery task. Instruct them to find adjectives in the text that match the given phrases. Allow 2 minutes (2 minutes). Perform OCFB (2 minutes) Ask students to think of some adjectives to use instead of very good and very bad. Elicit answer from students (2 minutes)

Productive Task(s) (15-15 minutes) • To provide an opportunity to practice target productive skills

Show students a chart with some adjectives that they can use instead of very good/very bad. Tell them to use it as a reference when writing. (1 minute) Instruct students to write a review of a restaurant they like. Assign each of them a number and tell them to write their answers in a Google Docs document. Monitor students and take note of any mistakes you notice. Allow 14 minutes. (14 minutes) ICQ: Where do you write your answers?

Feedback and Error Correction (10-10 minutes) • To provide feedback on students' production and use of language

Ask students to share their writings with the class. Tell students that they can ask questions to their partners and discuss with them. Share as many reviews as you can for 7 minutes (7 minutes) Conduct DEC: Write a sentence containing the heard errors and a correct version of the sentence. If pronunciation is the problem, say the word incorrectly and then model it correctly. Elicit answers: Which one is correct? Why is it correct/incorrect?

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