Jaqueline Moreno Jaqueline Moreno

TP3 LP_Jaqueline Moreno
Upper Intermediate level


In this lesson, Ss will become more familiar about vocabulary used for business and trading by seeing key terms in context so in that way, they get to have a better unserdtanding. The lesson begins with a discussion about china. This is followed by an intensive task which purpose is to ask Ss to identify the TL. Later on, there will be clarification using MAFP so finally they can produce their own work through controlled and free practice by discussing with their classsmates.


Main Aims

  • To introduce and practice adjectives to talk about business and trade

Subsidiary Aims

  • Clarification about key vocabulary in context.


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

Greet Ss and start with the lesson T shows some visuals for students to guess the focus of the class after they guess and say "China" T tells students to discuss about a question: "What do you know about China?" then T provides Ss some ideas of what they can include:Economy, Languages, Population, Famous people and places, History and culture, Sport and entertainment. T displays the slides and shows students an example of what they are expected to answer.

Text/Intensive task (10-12 minutes) • To prepare students for the text and make it accessible

T provides the text through a link from google docs to the chatbox so Ss get to read it by themselves. Ss will read for gist to have a general idea of the content of the text (They will have 2 minutes to do this activiy). After they read, Ss will answer 3 questions on google forms: - Are they nouns or adjectives? - Do nouns refer to people or things? - What are adjectives used for? In which they will have 2 minutes so later they will compare their answers in pairs using breakout rooms for 2 minutes. Intensive task: Ss will identify adjectives and nouns by looking for patterns basing their answers on the words in blue then they will underline those words in the reading provided by the teacher. They will have 3 minutes for this. Once Ss are done identifying the words, T will ask: (sharing screen and pointing at the underlined words) - What do these words have in common? - Whare are they used for?

Clarification MFP (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T tells students to identify adjectives and nouns from the reading, they will underline the words then T will provide a google docs link for students to answer 6 multiple choice questions, individually. Learners will have 4 minutes to do this activity. Later, they will share their answers in breakout rooms for 3 minutes.Then, T checks understanding with students as a whole class, also covers form by delivering explanation about adding suffixes to the words and pronunciation by asking students where the stress of the word is and so then do some drilling exercises.

Controlled Practice (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T displays the slide with the link for the next activity, where Ss will answer six questions using google forms, they will choose the correct noun or adjective depending on the sentence and function of the word. They will have 2 minutes for this activity. After they are done, they will share their answers in breakout rooms for 2 minutes. Then they go back to the main room and T helps Ss checking their answers.

Free Practice (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks Ss to discuss the following questions in breakout rooms for 5 minutes 1- Think about your favorite country 2- Name one company about that country 3- Describe what the company does, what does it develop or create and your opinion about it Before creating the breakout room, T shows an example of what learners are expected to do during the discussion. Lastly, provides OCFB so students correct errors and reinforce what was seen in the lesson.

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