|
Interaction
& time
|
Procedure
|
Aim
|
|
Stage
1
5 mins
T-SS
Small groups
T monitors
T-SS
|
Warmer
Statement on OHP (40% of….. etc)
Check SS know meaning of income/elicit ideas
Ask for SS ideas (if SS don't know what money is spent
on, QUICKLY supply food BRIEFLY Elicit SS reaction
SS discuss what they spend their money on
F/B & correction - from one member of group reporting
highlights of discussion |
To
activate SS interest in topic
To activate schema
To encourage use of appropriate vocabulary
To give SS opportunity to speak
To help SS with errors |
|
Stage
2
12 mins
T
- SS
PW
|
Reading
(as jigsaw)
Tell SS they're going to read short extracts about different
peoples' attitude to money
Put SS in pairs
As they read they have to fill in a chart - (H/o 1)
Explain how to complete: - top part with info about their
'person' - underneath select 2 new phrases connected to
money eg lend me money - stressing that lend on its own
in the text is largely meaningless- give eg of a non-money
phrase eg get rid of (it's a good use of combining words
to make a phrase but focus is on money phrases) - use
dictionaries to complete the meaning - DON'T complete
the 'how to use' columnTell SS they will be teaching the
new expressions to other SS
Check instructions back with one student
Give each pair one reading extract between two
Give each pair two h/os for completion (with the same
phrases)
SS carry out reading.
T helping & recording SS' phrases on OHT for later
use |
To
change group dynamics
To give a further reason for reading
To extract detailed info.
To introduce everyday 'money' lexical items
To encourage noticing of lexical items as chunks
To give practice in dictionary use
To encourage more attention/accuracy
To ensure SS know what is required
To encourage collaboration
To provide SS with a record of new lexis |
|
Stage
3
14
mins
T
- SS
Group work
|
Peer
teaching
Tell SS: - they will explain/teach the new expressions
& meanings.
The SS in their group make a note of the new expressions
on their h/os.
- When one St has passed on his/her information, next
St continues
Check instructions back with one SS
Put SS into 2 groups - each SS has a different text A,
B, C, D, ET monitors |
To
give opportunity to use today's lexical items
To share information
To check understanding
To change dynamics & give opportunity to learn from
each other |
|
Stage
4
12 mins
T
- SS
|
Focus
on usage of expressions
Using OHT show SS all their expressions
Focus how expressions can be used, eliciting SS ideas:Eg
take out a loan (elicit whether it's flexible - can we
put in a loan)- get by (on + SOMETHING) (my salary)
Write the grammar/usage of the lexis on the Wb - corresponding
to the appropriate OHT phrase
To sum up this section: ask SS how we should record these
items (NOT WORDS)/and what we should look for/listen for
ie words as phrases.
Elicit/tell SS : - record as multi-words (doesn't make
much sense alone) with their possible partners etc- use
as multi-words 'I can't afford to…….go out
tonight' - saves processing time- read/listen for them
in this way (to make more sense of text) |
To
ensure SS have the phrases recorded correctly
To sensitise SS to the grammar/usage of multi words
To encourage SS to think about the advantages of using
lexis in this way. |
|
Stage
5
8 mins
St
individually
PW
T - SS
|
Lexis
consolidation
Give SS H/os to complete individually with new lexis.
In the majority of cases there is not one 'right' answer.
Compare suggested completion phrases with partners.
If SS have not selected (and worked) on items - select
them out.
If time running short, tell SS we'll work on the 'missed'
sentences next class.
F/B |
To
consolidate knowledge
To give quiet period for reflection
To build SS confidence before whole class f/b |
|
Stage
6
4 mins
T-SS
2s/3s
|
Prep
for role play
Divide SS into Mother/Father and Son/Daughter. If odd
no. introduce a grandparent role to work as a 3.
Put each role together.
Tell them to prepare for the role play:- thinking about
attitudes of speakers- reasons for asking, refusing, giving
opinions- do they need any special language - persuading,
refusing
Check back the instructions
Give them their roleplay cards
SS prepare
T monitors/offers help |
To
prepare for role play
To give St freer speaking practice
To ensure understanding |
|
Stage
7
5 mins
2s/3s
|
Role
play
Regroup students - carry out role play
Teacher monitors
Teacher gives feedback |
To
give SS chance to have fun
To give speaking practice with an opportunity to use new
lexis |
