|
Stage/time
|
Interaction
|
Procedure
|
Aims
|
Warmer
6:35-6:45
|
Individually/
Pairs
|
S's
think back to how they spent new years'eve 1999-2000 and
jot down a few notes-in pairs share information |
To
warm to topic of article to be read -assist in activating
background knowledge/script to facilitate reading comprehension |
Feedback
6:45-6:50
|
Class
-T |
T-elicits
some plans and asks if they worked out as planned (correct
as necessary) |
To
allow time for sharing ideas amongst whole class |
Pre-reading
6:50-6:52
|
T-Class/
individually |
Introduce
article and pre-reading questions to class |
Provide
reason for reading |
While
reading
6:52-6:55
|
Individually
|
S's
read article |
Read
for detailed information |
Post
reading
Feedback
6:55-6:58
|
Pairs/class-T |
Check
answers to pre-reading questions |
Establish
details of plans for the celebration |
Pre-listening
6:58-7:00
|
Pairs |
S's
read through pre-listening questions and make predictions |
Prepare
for listening establish what to listen for |
While
Listening
7:00-7:05
|
Individually |
S's
listen for specific information connected to the news
article |
Listen
for specific information |
Post
listening
7:05-7:10 |
Pairs/Class-T |
Pairs
compare answers/feedback to T
Why/why not night was a success |
Provide
opportunity to check understanding |
Vocabulary
work
7:10-7:20
|
Pairs |
Pairs
match phrases to people or events they describe and match
with definitions
Then
check with transcript
|
Provide
opportunity to guess new words from context and promote
learner autonomy by providing transcript to check answers |
Feedback
7:20-7:25
|
Pairs |
Elicit
answers & reason
|
Check
understanding
Of
new words/phrases
|
| Break |
|
|
|
Pre-listening
730-7:35
|
Pairs
Individually
|
Discuss
what happened in the cartoon drawing
(thief
breaking in and being surprised)
|
Use
a humorous way to personalize plans that don't work out
|
| |
|
Read
through pre-listening questions |
Provide
questions to guide listening for gist |
While
listening
7:35-7:40
|
Individually |
Listen
to three people describing plans that had to be changed |
To
set the tone for later planning and production work/provide
a model |
|
Post
listening
7:40-7:45
|
Pairs/Class-T |
Pairs
compare answers to pre-listening questions |
Provide
time and space to check understanding/feedback and check
answers with T |
Planning
to take a 'long turn'
7:45-7:50
|
Individually
with T support |
Plan
by choosing a topic and choosing questions to guide planning.
Take notes and mentally rehearse |
To
allow planning time with teacher support before speaking,/to
provide learners with choice to increase motivation |
Anecdote
telling
7:50-7:55
|
Pairs |
Pairs
take 2.5 minutes each to tell personal story |
Provide
'long turn' speaking opportunity |
| 7:55-8:00 |
Groups
of 4 |
Swap
partners and retell same story and record one volunteer
telling their story |
Provide
opportunity to develop language and structures/Record
versions for later work |
Transcribing
8:00-8:10
|
Groups
of 4 |
Groups
swap tapes and transcribe one minute of the other group's
volunteer story |
Provide
intensive listening practice and script to work on in
next phase |
Noticing/re-writing
8:10-8:25
|
Groups
of 4 |
Groups
elect a writer and begin to check the transcript for errors,
(note kinds) and re-write (in spoken English) |
Provide
opportunity for intensive reading, noticing language structures
and error correction and raise awareness of the kind of
mistakes they are making when speaking and how to improve
in that area |
Feedback
8:25-8:30
|
Groups
of 4 / class-T |
Groups
swap scripts, read and comment/ teacher elicits feedback
on exercise |
Provide
S's an opportunity to comment on mistakes and corrections
and usefulness of exercise |
