Beverly Beverly

TP6 PL Bev
Upper intermediate level


In this lesson, students learn about imperatives through guided discovery based on a reading text about suggestions to study abroad. The lesson starts with a discussion about studying abroad. This is followed by jigsaw reading where students read discussions about the suggestions given to this future exchange student. Finally, there is some controlled practice sentence reformulation and free practice via a final role-play speaking activity.


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Main Aims

  • To provide review of language used for giving suggestions in the context of study abroad

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about suggestions in the context of study abroad


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

T. greets Ss. T. shows Ss. some pictures and asks them "what do you think is happening in the pictures?" Ss. share answers with the whole class. T. asks "have you ever wanted to study or work in an English-speaking country? Ss. answers. T. shows the next slide with an URL written ( and asks Ss. "what type of information do you think you can find on this website?" Ss. share answers with the whole class. OCFB

Gist task / Exposure (10-13 minutes) • To provide a model of the task and highlight useful words and phrases

T. explains on this webpage that there's a forum for people who want to study abroad and that Stefan just posted a question (T. shows the question -next slide-). T. tells Ss. 5 people just commented on Stefan's post, and asks Ss. to read the comments. they have 2 minutes to read -to get a general idea- Once students finish the reading T. asks "what were the comments about?" Ss. answer T. asks Ss. tells Ss. they have to answer 3 questions related to the comments, then shows them the questions and gives Ss. 30 seconds to read them. T. shows the 5 comments and gives 4 minutes to Ss. to read them again. After 4 minutes, T. send them the link to the questionnaire to Ss. through the chatbox. Ss. answer the questions. (2 minutes) T. sends pairs or trios to Break out rooms to compare answers. OCBF

Language intro (3-4 minutes) • To provide an opportunity to notice the target language

T. shows Ss. the scripture of the text and asks them "what are the phrases people used to suggest places to study?" T. encourages Ss. to use zoom tools to underline, circle, or highlight the phrases that T. asks for. Ss. underline, circle, or highlight the phrases. T. shows Ss. the actual phrases that indicate suggestions on the next slide. OCFB

Language focus (2-3 minutes) • To provide an opportunity to know the target language

T. Plays a recording of all the suggestions for the students to get familiarized with the Pronunciation.

Controlled practice (4-5 minutes) • To allow students to clarify MFP of the TL

T. explains MFPA CCQs: What do all of these phrases do? what's the function? (not a CCQ but just in case) Do you have any questions about any? Are these phrases formal, informal, or neutral? *explains sentences stress, intonation, linking words and contractions*

Freer Practice (10-12 minutes) • To give Ss. the opportunity to use the TL in a freer way.

T. provides Ss. TL T. shows Ss. a slide with 6 different scenarios of people needing advice. T. get students in pairs and ask them to agree on a scenario and make a list of at least two suggestions using TL. T. let Ss. know that every 3 minutes, they will change pairs. Every time they change pairs, they have to choose a new scenario and give suggestions according to it. Once Ss. are in break-out rooms, T. sends them the TL previously analyzed to practice it. students must change pairs 2-4 times (according to the number of students and availability of time). OCFB

Feedback on language (3-5 minutes) • To highlight errors as well as good language used


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