Herbert Loeffler Herbert Loeffler

TP7- Grammar- Teacher Herbert
Upper Intermediate level


Main Aims

  • To introduce and provide practice discussing past and present habits.

Subsidiary Aims

  • To provide practice with, and understanding of, expressions of the form would + infinitive
  • To provide practice with, and understanding of, expressions of the form used to + infinitive
  • To provide practice of expressions of the form frequency adverbs + present simple/continues for present habits
  • To provide practice of expressions of the form frequency adverbs + past simple/continues for past habits


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

Ask learners to go to breakout rooms to discuss something they remember about how their parents raised them. Ask them to also discuss one thing that they believe is different about how kids are being raised today compared to when they were younger.

Exposure and Highlighting (6-6 minutes) • To provide context for the target language through a text and to draw students' attention to the target lanuage

Learners are now presented with a series of questions about an upcoming text. Teacher reads the first question, which asks what the main point of the upcoming article is. Teacher then shares the answer. This helps students by letting them know what the article will be about, while also demonstrating the types of answers the teacher is looking for. Learners are then asked to take a screenshot of the questions. The text is then presented. Learners individually answer the questions while reading. They are also encouraged to check their answers in pairs via private messages while working. (5 min) Teacher then displays and reviews answer key (1 min).

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

Teacher reviews meaning by showing examples of expressions and eliciting learners to explain meaning using a timeline (past, present, future, fixed event, continuing event, etc). (3 min) To review form, learners are given a matching exercise with learners randomly nominated to answer. Teacher then reviews answers (2 min). For pronunciation, teacher highlights form again and provides phonemic spelling for some of the words in some forms. For some expressions, stress in the context of a sentence is also shown. Teacher then demonstrates pronunciation of each expression in a full sentence. Learners are then asked to repeat sentences in choral drills (3 min).

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

Learners are given sentences to unscramble and then complete with the target language. Learners are sent to breakout rooms for 5 min to brainstorm and discuss answers. Learners then return to open class for 3 min to discuss and review answers with teacher.

Free Practice (12-12 minutes) • To provide students with free practice of the target language

Learners are sent to breakout rooms for 8 minutes to compare and contrast their relationships with their friends as a child versus now as an adult. They are asked to talk about the things they do with them now versus then. Learners are then brought back into open class. Members of each group (not previously called on) are nominated at random to share what their group discussed (4 min)

Language Feedback and DEC (2-2 minutes) • To provide language feedback and delayed error correction.

Language Feedback and DEC (2 min)

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