Story - Lesson outline for students
-Lead in with picture - man & woman
-Tell story with students help-Defining items *Cuisenaire
-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.
-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)
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.
-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.
-Stds think about what language they want to use
-Situation needs an outcome
-Linguistic feedback (stds*T)
-Lesson review - 10 items on fingers?
-Old words >> new meanings >> chunks
|-To integrate skills and
give students opportunity to express their reactions
to story & produce target language if they choose
-To give final review of items.
-To promote autonomous learning strategies &+1 more
encounter with language at home.