rosario rosario

TP8 * Rosario Enríquez
Pre-intermediate level


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Main Aims

  • To provide clarification and practice of present perfect with already, just and yet in the context of experiences to accomplish before dying

Subsidiary Aims

  • To provide fluency speaking practice in short dialogues in the context of experiences to accomplish before dying


Lead-in (4-5 minutes) • To set lesson context and engage students

Greeting. T will show Ss a bucket and ask them if they know what a bucket list is. In it there will be 3 slips of paper with examples of experiences that she would like to achieve before kicking the bucket. T will elicit the meaning of the expression. T will ask Ss to type one or two things they have on their own bucket lists in the chatbox. Then, she will read a few and ask a question of the class, e.g. I see X hasn't gone skydiving yet but it's in her/his plans. Who has already done an extreme sport?

Exposure (2-3 minutes) • To provide context for the target language through a video and a text

T will tell Ss to watch the beginning of a video in which a man talks about his bucket list. (1') The video is just an introduction to a text that the T will immediately ask Ss to read on their own. (1') Then, T will make sure Ss understand by asking: Do you have questions about the text? Are there any words you need help with?

Language Focus (13-15 minutes) • To clarify the meaning, form and pronunciation of the target language

T will ask Ss to read the text again and try to answer a series of questions in order to guide them to discover M, P and F of the target language. She will share a worksheet and tell them to think about the answers by referring to the text, in 5 minutes. (5') ICQs: Do you need to submit the answers? (No). How much time do we have? (Five minutes). T will nominate some students to provide the answers to the exercises while she clarifies MPF through a presentation. See CCQs below. (10')

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

T will invite Ss to play a T or F game. She will share a link and tell them that they have 20 seconds to answer each question. (2') Depending on the time available T could work with the whole class at the same time to make sure they are all doing the exercise (see Quizziz). T will share the answers to the exercise and ask if they had something different and why. (1')

Freer Practice (6-8 minutes) • To provide students with freer practice of the target language

T will tell Ss that they will have to practise using just, yet and already in short dialogues. She will show them the prompt and model two dialogues with two different Ss. The idea is that they use all the prompts and that they boast about their experiences, that they show off. They will have 3 minutes with one partner and 3 minutes with another. E.g. T: Imagine X and I are climbers. I will ask him/her: Have you climbed Mount Everest yet? X: Yes. T: OK. But X has to show off (and use already or just). So think about something you can boast about. Have you climbed Everest yet? X: Yes and I've just done it without oxygen. Have you climbed Everest? T: Obviously and I've already climbed the volcanic seven summits. ICQs Do you have to tell the truth? (No). Are you supposed to produced long dialogues? (No). Do you have to use as many of the suggestions as possible? (Yes).

Delayed Error Correction (6-8 minutes) • To provide delayed error correction and content feedback

T will invite one or more pairs of Ss to share their conversations. (2') Then, she will focus on good language and mistakes collected while monitoring. She will finish the lesson by asking Ss again about their bucket lists, if after this lesson they have decided that they would like to experience other new things before they kick the bucket.

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