TEACHER: VITTORIO DI BONAVENTURA

1 LEVEL: PASSAGES 1
SCHEDULE: SABADOS 1 – 5 PM

UNIT 10 - SESSION 1

STAGE PROCEDURE AIMS TIME & INTERACTION

To engage students in the topic and prepare 20'
Language Project
them for the grammar point to be taught. Open class
Teacher asks Ss what they do when they have certain problems and To get students interested in the topic. 3'
Lead in
what the best way to react is. S-S-S
Ss match types of complainers with their definitions. The types are: To provide students with all the necessary
A silent sufferer, a calm-collected type, an activist, a whiner. words to complete the activities successfully.
Feedback on the TV.
Introduction of 7’
Role Play: Ss receive some cards with problems and they have to
Vocabulary SS-SS
find a solution acting out the different type of complainers
previously studied.
Ss complete exercise on page 81-4A. Pair Work.
Running Dictation: To provide students with the new grammatical
*The thing that I hate is when kids ride their scooters on the structures.
sidewalk.
*Something that bugs me is people who take up two seats on a
Introduction of 10'
crowded bus.
Grammar T-WC
*One thing that bothers me is when my friends don’t show up on
time for things.
*The thing that I can’t stand is co-workers who leave their cell
phones ringing on their desks.
-M (Elicit from Ss): Teacher asks Ss to identify in which cases (that) To clarify MFP of TL.
can be omitted. (When it acts as the object of the noun clause. To prepare Ss for the next task.
5'
Clarification When it acts as the subject, it is mandatory to use it)
Open class
-F (Elicit from Ss): Relative clauses and noun clauses.
-P (Drilling)
Ss complete sentences in exercise on page 81-3B. To check students' understanding of the 10'
Controlled Practice
grammar point. S-S
Pair Work. To allow students to check and compare 5'
Feedback
Feedback on the board. answers with their classmates. S-S
Using the vocabulary in exercise 4, Ss write 4 sentences using the To give students the chance to personalise the
learned structures. E.g: “One thing that makes my blood boil is target language. 15'
Freer practice
people that don’t answer their cell phones” S-S
Afterwards they discuss with their peers about their sentences.
WCFB. To provide students with delayed error 5'
Feedback
Delayed Error Correction. correction where necessary. T-WC
 TEACHER: VITTORIO DI BONAVENTURA
2 LEVEL: PASSAGES 1
SCHEDULE: SABADOS 1 – 5 PM

UNIT 09 – SESSION 2

STAGE PROCEDURE AIMS TIME & INTERACTION

To refresh student's knowledge about the 20'
Review
grammar point taught previously Open class
Teacher asks Ss to discuss in pairs what some common problems To get students interested in the topic. 3'
Lead in
they usually have are. S-S-S
Ss complete exercise on page 74-2. To provide students with all the necessary
Introduction of 7’
Pair Check words to complete the activities successfully.
Vocabulary SS-SS
WCFB.
Teacher asks Ss to read the Starting Point on exercise 1. Ss underline To provide students with the new grammatical
Introduction of 10'
all the expressions that talk about things that were habits in the past structures.
Grammar T-WC
(Elicit would and used to).
-M (Elicit from Ss): To talk about habits in the past. To clarify MFP of TL.
-F (Elicit from Ss): For conditions that existed in the past (Used to). To prepare Ss for the next task. 5'
Clarification
Would is used for habits, except for stative verbs. Open class
-P (Drilling) Highlight pronunciation of would.
Ss complete exercise on page 75-3B To check students' understanding of the 10'
Controlled Practice
grammar point. S-S
Pair Work. To allow students to check and compare 5'
Feedback
Feedback on the board. answers with their classmates. S-S
Ss write about themselves using the model of the previous exercise. To give students the chance to personalise the
15'
Freer practice Afterwards they post their compositions in the classroom and they target language.
S-S
decide who has changed the most.
WCFB. To provide students with delayed error 5'
Feedback
Delayed Error Correction. correction where necessary. T-WC