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Stage/time

Lead in
11.00 11.05
(5mins)

Aim(s)
To generate interest
on the topic of my
best friend

Procedure
Draw picture on board (see guide WB plan)
Open class: Elicit who Sts think Danielle is in relation to me?
In pairs, discuss how they think we met, where Danielle lives, what
her job is and what she doesnt like.
Open class FB: write some predictions on the board.

Interaction
Open Class
Pairs
Open Class

Reading for gist


11.05-11.10
(5mins)

Reading for
specific
information
11.10-11.17
(7mins)

To further raise
interest in the
content of the task
To give Sts practice
in reading for gist
To give Sts practice
in reading for
specific information

To give Sts
confidence in their
answers

Lorna Stephen

T chests the folded hand out to show the Sts which text they will
now be reading. *giving instructions before giving out the hand out*

T - Sts

Students have 2-3mins to read the text and then discuss with their
partner whether their predictions were correct before open class FB.

Read Indiv.
Pairs
Open Class
T - Sts

T chests once-unfolded hand out to show box activity. T tells Sts that
they will now read the text again and decide which 3 pieces of
information are in the plan, but not in the text. They need to cross
out this information
ICQ: how many pieces of information dont appear in the text? (3)
*When you find information that isnt in the text, what do you do?
(cross it out)] perhaps a bit unnecessary; see how many look
confused!
T tells Sts they may discuss with partners. Unfold hand out (once)
and start.
FB correct answers

Read Indiv.
Pairs
Open Class

Anticipated Problems (P) + Possible


Solutions (S)
P: No one can guess what relation
Danielle is to me.
S: I dont think its necessary to discuss
this first question in pairs first, but if noone can guess the relationship then I will
give Sts a short time to talk to their
partner first.
P: My pictures are very unclear.
S: Give Sts more verbal hints as to what
the pictures represent
P: Students were nowhere near close
with their predictions.
S: While monitoring, see who predicted
closest to the truth and nominate them
for answers during FB.
P: Sts struggle with finding which
information is missing.
S: This is unlikely as there is no
particularly difficult vocabulary. Sts also
have the chance to discuss with their
partner allowing for peer help.

P: Sts FB wrong answers.


S: Monitor closely and guide towards
correct answer. Reread as a class if
necessary.

Page 1

Stage/time

Aim(s)

Practising vocab To vary vocabulary:


11.17 11.20
different phrases
3 mins
that mean similar
things
Speaking
To give Sts fluency
11.20 11.25
practice in what they
5 mins
have just looked at.

Writing #1
11.25 11.30
5 mins

Writing #2
11.30 11.40
10 mins

To practice writing in
note form

To practice writing a
longer piece
according to a plan

To give students a
written record of the
language

Lorna Stephen

Procedure
T chests fully unfolded hand out. T tells Sts that they will now work
in pairs. Sts must look at the numbered phrases in italics and match
them with the phrases a-d in the activity.
FB correct answers
T tells Sts that they will tell A NEW partner about their best/a good
friend using these phrases. (Stand for activity) The other person
must listen carefully because they will have to say one thing about
their partners best friend afterwards.
ICQ: are you asking your partner questions? (no, you are telling
them something). Should you listen carefully? (yes) Why? (to report
back) How many pieces of info? (1)
Sts talk in pairs then return to seats for feedback.
T chests hand out with box plan. Sts can use my example plan
headings or think of their own.
ICQ: should they write in the plan in full sentences? (no)
How many points should they have in each box? (a few 3-5 like
mine)
Sts fill in the plan for themselves to prepare to write about their best
friend.
Sts can discuss ideas with their partner.
T tells Sts that they will now have 10mins to write a short paragraph
about their best friend

Interaction
T Sts
Pairs
Open class
T Sts

Pairs
Open class
T Sts

Write Indiv.
Pairs
Write Indiv.

Anticipated Problems (P) + Possible


Solutions (S)
P: Sts match wrong answers:
S: Monitor closely. In FB use peer
correction.
P: Students may need time to think of a
best friend and particular things to say
that use the set phrases.
S: Monitor closely and allow more time if
necessary so that everybody has a t least
one piece of info to feedback.

P: Sts cant think of much to write.


S: Allow Sts to discuss in pairs.
Sts are given the opportunity to use my
plan as support or the freedom to think
of their own subheadings if they are
stronger and want to be more creative.
P: Sts may want to write more than they
are able to say.
S: Monitor closely to help with vocab
where appropriate, or advise them to say
what they can, not what they want!
P: Students finish more quickly than
expected
S: Get them to write a few more
sentences.

Page 2

Stage/time
Feedback/Peer
correction
11.40 11.45

Lorna Stephen

Aim(s)

Procedure

To allow Sts to peer


T tells Sts that they will now look at each others work in pairs and
correct and talk
that they can correct any mistakes if there are any.
about the topic again

Interaction
Pairs

Anticipated Problems (P) + Possible


Solutions (S)
P: Sts want their writing to be properly
marked by the teacher.
S: Explain that they should look in pairs
first, then take it home and check with a
dictionary and then ask me next time if
they still have questions.

Page 3

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