|
Time &
interaction
|
Procedure
|
Aims
|
|
5 mins
tch-stds
std-std
|
STAGE 1 Lead-in
-What is an anecdote?
-Tell students what they are going to be doing and why.
-Relate to lessons given by other teachers
-Get stds to tick 'firsts' they can remember. (check
vocab)
-How did you feel? |
-Ensure stds are familiar
with basic idea & start board checklist with stds'
knowledge which will be added to
-Provide ideas for speaking activity if required &
start stds thinking about personal past. |
|
10 mins
std
std-std
std
std-std
|
STAGE 2 Listening
-Listen to first sentence. What first was it?
-Predict what happened.-Listen again. 4 questions (where,
when, who, what, how feel)
-F/B adding the above to checklist on board (how long?) |
-Provide stds with a model for later analysis.
(Stages 3 & 4)
-Provide int. listening & highlight components of
anecdotes. |
|
15 mins
tch-stds
stds-stds
stds-stds
std-std
tch-stds
std-std
tch-stds
|
Stage 3 Content analysis
-Notice? 3 parts 1) situation, 2) what happened 3) result
-1 group underline PS other identify adjectives-swap
-Notice anything about adjectives? (intensified)
-Listen to sentence-stress changes? drill
-Notice pauses?
-Listen to erm etc. drill
-F/B-what makes a good anecdote? (+ to previous info.)-interjections
other aspects-spoken-really stress two people-compare
two sentences put interjections in right place |
-Raise awareness of composition at text
level
-Draw attention to relevant language. Visual (form)
-Raise awareness of intensifiers in spoken lang.
-Show native strategies when pausing to think of what
next and facilitate transfer of strategies to L2.
-Provide collated consensus for reference in stage 4
-Stress how listener is involved/can help speaker via
verbal or non-verbal responses and/or negotiate meaning |
|
10 mins
(tch)-std
|
Stage 4 Planning-Stds prepare own
anecdote T available for individual help.
-Dictionaries available. Instruct listeners-board collation. |
-Enable students to approach task with
confidence. |
|
10 mins
std-std
|
Stage 5 Production
-Students relate anecdote-others listen and interact
where app.
-F/B. How did you feel speaking? Did you use…?
Did listeners help you? |
-Provide extended speaking (personalised).
Provide listening practice
-Allow students to express feelings in real situation.
-Raise awareness (further) of nature of communication. |
|
5 mins
tch-stds
|
Stage 6 Collation
-Listeners complete board plan What did we do today? |
-to fix what they have achieved >>next
class |
