Eric Eric

TP 6 - Eric Schachner
Elementary level


In this lesson, students will speak in the context of deciding what to do. The focus of the lesson will be on students being able to use functional language.


No materials added to this plan yet.

Main Aims

  • To introduce and provide practice of functional language in the context of deciding what to do.

Subsidiary Aims

  • To help students improve speaking in the context of deciding what to do.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T shows pictures of himself in a famous park in Lima, and two more of another park. As an example, T briefly tells about why he likes going to these parks. Ss tell about themselves.

Content Preparation (3-4 minutes) • To provide more context and prepare students for some language

Ss read six sentences with pictures about two parks. Ss answer in pairs which park would they like to go and why. ICQ: Do you have to decide on the best or worst place to go? (best) T provides brief OCFB.

Gist/Intensive task (6-7 minutes) • To expose students to language

Ss watch a video in which a small family discuss where to go. Ss answer the question. Ss watch again and using Zoom annotation tool they match questions and statements to the family member who said them. There's an example done for them. T shows the answers and provides OCFB.

Language Clarification (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss do MFP clarification for the words and phrases that are used to decide what to do. T demos the first one for them. Ss work in pairs on Jamboard. Meaning: Ss put the sentences in the correct function (Asking/Saying/Agreeing&Disagreeing) column. In order not to confuse them, T instad of "agreeing/disagreeing" will use emojis for thumbs up and down. Form: Ss choose the correct form of the phrases between two options. Example: "Would you like to go/go..." (to go). Then, Ss order the words of 2 sentences. Pronunciation: Ss demos the first example to show them how to do it. Ss do the rest all together. T provides OCFB. Modus operandi for the demonstration: T shows the first sentence for introduction. Next, T produces the assimilation in "would you", where "d" and "y" are marked red. Then, T works with sentence stress. Finally, T deals with intonation (rising in yes-no questions, falling for "not really").

Controlled practice (4-5 minutes) • To provide practice for the TL

Ss read a text quickly and answer orally a gist question. Then, they individually decide the correct option in each case using Google Forms. Answers will be shown once they'll submit. T provides brief OCFB on the most mistaken item.

Productive Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T shows five pictures of places, and Ss dicuss where to go using the language seen in the class. A chart of useful language is provided as well.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Ss highlights good points and deals with mistakes in Jamboard. Ss decide between two possible answers.

Web site designed by: Nikue