Procedure

Stage
Speaking
1

Time
3 mins

Focus
Closed
pairs

OC

Prelistening

5 mins

Closed
pairs

Procedure
Sts ask and answer questions
about smoking from 1st slide of
powerpoint (pp)
Give opportunities for 1 or 2 sts
to explain how they quit.

Sts brainstorm different ways to

quit. Board any that are
different to the 4 on slide 2:
nicotine gum/patches, ecigarettes, hypnosis.

OC

Closed
pairs

Listening

5-10
mins

Closed
pairs

OC

Show 2nd slide, board

pronunciation of cigarette,
patches and hypnosis. Drill
briefly.
/sret/ /ptz/ /hpnss/

Aim
To engage topdown
knowledge
and
personalise
topic.
Lead in to prelistening.
To activate
top-down
knowledge
further and
pre-teach
some vocab
for listening.
To check and
improve
pronunciation.

Sts answer questions at bottom

of 2nd slide.
Introduce characters and
situation from listening with 3rd
slide.

Sts react to
content.
To ground sts
in the situation
of the
listening.

Give out listening

comprehension handout. Sts
listen and answer 3 questions
from handout:
1. What methods does
Joanne recommend?
2. What methods does Ian
recommend?
3. Which method does Katy
decide to try?
Replay as needed, break into
two parts if necessary.

TAVI exercise
to aid sts
listening
comprehensio
n. Secondary
aim: to
introduce
exponents of
advice in
context.

Check answers across class.

Give out handout, sts listen

again with tape script. Any

questions?

Languag
e focus

10 mins

Closed
pairs

OC

OC/clos
ed pairs

Speaking

controlle
d
practice
1

2 mins

Writing +
speaking
controlle
d
practice
2

5-10
mins

Grps of
3

Sts categorise the exponents

listed on the handout by
meaning. Elicit correct
categories for first 2/3. Show
slide 4 with first 3 in correct
categories.
While sts do this board all
exponents in categories, add
phonetic script for
pronunciation focus:
Drill pronunciation of:
If I were you, Id
/f a w ju: ad/ Stress I and
you
Thats a good idea
/ts d ad/ stress
thats
Why dont you try
/wa dnt j tra/ notice weak
you compared to in If I were
you
Sts analyse grammar of
components. Use 5th slide to
give examples, then answers.
Sts use the transcript to
practice the dialogue from
listening.
Monitor and correct
pronunciation.

OC

Sts write their own dialogue.

Explain that well do an
example together on the board.
Students dont write
anything yet.
Label one strong group of
students A-C, choose strongest
student to be A.

To clear up
doubts.
Focus on
meaning

Focus on form:
pronunciation,
elements of
connected
speech.

Focus on form:
grammar, verb
patterns.

Controlled
practice of
exponents
without
pressure of
creating new
sentences.
Scaffolded
controlled
practice of
exponents
without
performance
pressure.

Give A a problem card.

Using cued dialogue on 6th slide
model a dialogue on the board.

Grps of
3

Speaking
controlle
d
practice
3

Wrap-up

10 mins

5 mins

Rotating
groups
of 3

OC

Sts create their own dialogues

in the space on the handout.
Monitor and correct written
form, board vocabulary.
Sts read their dialogues.
As stand up and rotate to the
next group. They explain their
problem to the new group who
give them advice. Less
structured, A is now free to
accept/reject advice.
Repeat until all As have spoken
to all groups.
As tell class the best advice
they received. Focus sts
attention to emergent
language.

Spoken
controlled
practice.
Less
scaffolded
controlled
speaking
practice.

Sts respond to
activity +
develop
fluency.