Ricardo Marquez

Interchange INTRO unit 9 A

Stage / Time Aim Lesson Procedure Interaction / Tutor Comments

(What you are doing.) (Why you are doing it.) (How you are doing it – including target language, instructions,
concept questions, answers to tasks etc., where appropriate.)
Resources
(e.g. ss-ss, t-ss, etc.
and what you are
using.)

Ss write a short list of ingredients they

Language To have the “need” in order to prepare their Ss-Ss
Project students aware of
20’
favourite dish. T-Ss
target language
and topics they are
working in class
The teacher asks the Students to discuss
and teacher checks in pairs their language project
responsibility and
compliance The teacher nominates The Students
regarding the randomly and asks them to share his\her
course L.P. with the rest of class

The Teacher shows a PowerPoint

Lead-in To create interest Presentation with different pictures of T-Ss
5’ and activate dishes from around the world Ss-Ss
schemata in Ss.
In pairs Ss discuss which ones are they PPT
favourite and what kind of food they
prefer. What are the names of the dishes,
and if they´ve tried them before?

Introduction to To provide Ss with T asks Ss to brainstorm different dishes;

vocabulary new lexical assets. side-dishes and various types of food the T-Ss
5’ To provide the Teacher write Ss ideas on the Ss-Ss
students with all whiteboard.
necessary words to
handouts
complete the
activities
successfully
 Ricardo Marquez
Interchange INTRO unit 9 A

To provide the Ss The Teacher asks the Students to listen

Introduction to with the TL the conversation activity 2 page 59 T-Ss
language
10’ Audio
The teacher plays the audio once so the Cut-outs
Students are familiarized with the
context and the topic.

Then The Teacher gives the students

cut-outs in which they can find the text
of the conversation in a wrong order.

The students have to work in pairs and

unscramble the conversation.

The teacher asks the following ICQ’s:

Are you going to work in pairs or
individually? (IN PAIRS)
Are you going to write anything?(NO)
Do you have to put this(teacher point at
the cut-outs) in the correct order?(YES)
The Teacher Boards sentences from the
Clarification To clarify MPF of previous conversation T-Ss
10’ the new target
language, and
Meaning: The Teacher asks CCQ’s
prepare Ss for the
next task
Form: The Teacher elicit the structure
from the Ss
Pronunciation: The teacher drills
Chorally and individually, with
emphasis on linking, connected speech,
intonation and stress

EX 3 book. Part A page 59Ss

Restricted To check the individually answer the questions. ss Individually
Practice students
10’
check in pairs their answers. ss orally Ss-Ss
understanding of
gives their answers to the Teacher. T
 Ricardo Marquez
Interchange INTRO unit 9 A

the grammar point checks for errors and possible mistakes

and to provide Handouts
Students with
enough
opportunities to
use the target
language in a
restricted activity
EX 3book part B page 59
Freer Practice To give the Ss-Ss
15’ students a chance
to personalize the
target language
and to provide Ss
with enough
opportunities to
use the target
language in a freer
activity.
Feed Back To give Ss error T writes on the whiteboard some correct Ss-Ss
5’ correction and and incorrect sentences that Students
linguistic said during the class.
feedback.
T asks Ss to discuss in groups what is
wrong in the examples given.

With the help of Students, The teacher

provides and justifies the correction.