| 15mins |
T-stds
stds-T
|
STAGE 1
Story - Lesson outline for students
-Lead in with picture - man & woman
-Tell story with students help-Defining items *Cuisenaire
rods down
-Drilling (including weak forms) -Back checking (+ rod
passing if form proves problematic)
-Story finishes *How will man react to this? |
-To provide contextualised
exposure to items.
-To include stds. & gauge comprehension.
-To provide visual element & aid back checking.
-To reinforce items as chunks of language.
-To aid memory & allow weaker stds to follow.
-To create expectation for later. |
| 15mins |
std-std
std-std
T-std
|
STAGE 2
Controlled Practice
-Stds match definition to item (attention to 3 items*F/B)
-Stds transform sentences*F/B Notice*Eng. poss. adj.
v Sp. definite article |
-To illustrate form &
provide written exposure / record.
-To gauge areas of difficulty. (Concept Qs ready) |
| 10mins |
std-std |
STAGE 3
Personalising the Target Language
Stds relate target language to own lives and opinions.
Communicative purpose >> How many similarities?
-Easiest / hardest / most useful items? Why? |
-To relate lexis
to stds' lives & opinions to aid retention.
-Further engagement with target language. |
| 10 |
stds-tape |
STAGE 4
Listening
-First line to establish connection to previous story.
-What does he want to do?* He wants to change her mind
-In groups of 3-4 stds hit items on chart as heard.
-Listen to last part (repeated chorus) while reading
from OHP.-which one isn't here? * she needs to make
her mind up |
-To provide exposure to items
in authentic context*to increase perception of usefulness.
-To create new context for exposure.
-To reinforce language chunk sound / written connection.
-To create interest for next stage. |
| 10mins |
std-std
stds-T
|
STAGE 5
Role-Play
-Stds think about what language they want to use
-Situation needs an outcome
-R/P
-Linguistic feedback (stds*T)
-Lesson review - 10 items on fingers?
-Old words >> new meanings >> chunks
-Homework |
-To integrate skills and
give students opportunity to express their reactions
to story & produce target language if they choose
to.
-To give final review of items.
-To promote autonomous learning strategies &+1 more
encounter with language at home. |
