Pablo Pablo

Teacher Practice 3 Lexis Lesson
Elementary level


In this class students will learn a few verbals with verb+ing and verb+infinitive with to:would like, enjoy, need and want.


Abc Source Material
Abc Presentation
Abc Handout A Familiariztion Handout with Reading A
Abc Handout B Familiarization Handout with Reading B
Abc Controlled Practice Handout

Main Aims

  • To provide an introduction for the students to verb patterns with verb+ing and verb+infinitive with to (would like, enjoy, hate, need and want) within the context of changes in lifestyle.

Subsidiary Aims

  • To provide the students with practice in verb patterns with verb+ing and verb+infinitive with to (would like, enjoy, hate, need and want) within the context of changes in lifestyle.


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

To begin the lesson the teacher greets the students and shows the first slide, which depicts the city and prompts the students to say what it reprecents. Then the next one with the countryside and repeats the procedure. After both have been recognized the teacher shows two questions on the board: In which do you want to live? What do you enjoy doing there? After showing them and reading them aloud the teacher models an answer to each and makes ICQs if necessary, then changes to a slide with the questions and a model answer. Then requests the students to respond orally to this, if the mood requires it a student will be nominated. After the first one answers said student is given the possibility to nominate the next. Were the group to be too large the activity will be carried out in BORs, and given two minutes to report back to all in OCFB of a few students nominated by the teacher. After this is done the Lead-In has been concluded and the teacher passes to the next phase.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

For this activity the teacher shows the first slide that shows the students that the Exercise phase has begun and sends the handout. Then despite the moaning shows the second and subsequent slides which display the same instructions that the teacher will orally comment to the students. Then the question about them and finally the questions they have to discuss with each other at the pertinent time. Which are the following: 1.- You will work alone for 4 minutes with handout A or B, you have to find how the verb AFTER these 4 verbs is written. 2.- Answer it in your handout. 3.- After the 4 minutes are over you will move to the breakout room in pairs for three minutes and ask your classmate: How the verbs were written?, Was it verb+ing or to+base form of the verb? If you shared verbs was it the same form or not? Did you have a different verb to find? If so select the correct answer in Section 2. With this the stage is concluded. After the time in pairs is up the teacher requests the pairs to answer if the verbs were the same and then which was the conjugation if the time allows.

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

The teacher will begin by mentioning the students that something strange is going on with the verbs whose form they had to look for:, they were not verbs... After a slide depicting shock the teacher begins by showing slides with the sentences. Then explains briefly that they are verbals and that is another function a verb can have and just like the conjugation of irregular verbs for some reason there are some verbs that have special rules when you add a verbal in their sentence. That´s the reason that in both cases the conjugation of the verbals was consistent and shows the two different cases that are to be seen in this lesson Then goes on to review the verbs quickly as students must know them already and with this the stage is over.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

For this stage the students will have a slide signalling to go on to a new exercise and handout. The teacher then sends to the students the Controlled Practice Handout, which will be a dialogue, and tells them they will work in pairs again, with the teacher switching the partners when approppriate and gives them 4 minutes to finish the exercise. During the exercise a slide with useful hints will be displayed. After the students return from their breakout rooms the teacher nominates a student pair to read aloud the dialogue with the answer included and then another after OCFB, concluding the stage after announcing that exercises are over.

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

For this stage the teacher will show the slide to the students corresponding to the speaking section, then the teacher will show the instructions to the students in slides as he explains them. You will be working pairs: Pick the the place city or country that you prefer and ask your classmate if they would like to go there. Then invite them to do the thing you enjoy the most doing there, dont forget to tell them if they need to bring or do anything for this activity. When the activity begins the teacher displays a slide with the instructions and a model answer. If the attendance is small enogh after a few minutes the students share with the whole class in OCFB, if not after the prescribed time is over the activity ends. The teacher congratulates the class and thanks them for their participation and the lesson concludes.

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