darwin vargas darwin vargas

Upper intermediate level


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Main Aims

  • To provide clarification and practice of get/have something done in the context of services

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about get/have something done in the context of services
  • To provide fluency speaking practice in a conversation in the context of services


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

T greets Ss. and then shows a picture of services and asks the questions " Have you used this services? Would you like to use one of these? T nominates some Ss and tells the others they can write on the chat.

Exposure (5-5 minutes) • To provide context for the target language through a text or situation

T. shows a reading with three people talking about services they need, and tells them to match the services with each person. T. shares the link of the reading and the phrases to match. T. makes a demo of the activity. "for example, the first reading could be "lawn mowing or pet sitting" and asks if they have any questions about the vocabulary. T. gives 2-3 minutes for students to read and match the services. Then T. checks with whole class.

Intensive reading (3-5 minutes) • To draw students' attention to the target language

T. shows some sentences taken from the reading and ask the students to fill in the gaps. T. gives 2 to 3 minutes for them to complete the exercise. Then, T. checks with the whole the answers and nominates Ss.

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

1. T. shares the screen and starts analysing the target language. 2. T. nominates Ss. and checks meaning using images of services and tells them to match the senteces with the correct image. 3. T. nominates the Ss. and checks form giving them two options, one correct and one incorrect. T. elicits the answer with CCQs "is the first option the correct grammar or the second" 4. T. nominates the Ss. and checks pronunciation using choral and individual drills.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T. shows some images of people getting a service. T tell the students to write the sentences under each picture using the verbs in parenthesis. T. explains they are going to do this activity in groups. T. send the link of the activity T. makes a demo of the activity: <the first is cut and the senteces is "he has his hair cut"> T. asks ICQs to checks understanding "e.g. what do you need to do with the pictures. T. gives 5- 6 minutes for them to do the activity in breakoutrooms. After that, T. check with whole class and nominates Ss. to check 2 or 3 senteces. Then, he shows the answer key of all the sentences.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

T. tells Ss. to speak in groups about a picture with some common services. T. asks them to discuss the following questions using the structure seen previously: -Have you used any of this common services? -What other services have you got recently? T. gives a demo using the structure. " I recently got my cat vaccinated by a friend and I got my teeth checked today" T opens breakout rooms for 5 minutes and monitors. After that, T. nominates Ss. to listen some of the answers.

Feedback and DEC (4-5 minutes) • to share what they learnt and improve their language

1. T. nominates Ss. to check on their classmates’ answers. (3 minutes ) 2. T. checks with Ss. in the board some goos points and mistakes that were made and elicits the corrections from students. (2 minutes )

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