The purpose of this stage is to:

Free Controlled PRESENTA INTRODUCTION

 Set the context of the lesson
 Get the Ss interested in the topic of the lesson
 Elicit ideas from the Ss about the context of the lesson
 Warm up the Ss so they are ready to use and produce language
 Let Ss begin the class more actively
 Prepare Ss with any new vocabulary

The purpose of this stage is to:

 Present the grammar and main idea of the lesson

TION

 Elicit ideas from the Ss about the grammar

 Teach Meaning, Pronunciation and Form of the grammar
 Teach Positive, Negative, WH-? and Y/N-? (in lessons about verb tenses)
 Check the understanding of the Ss for MPF of the grammar

The purpose of this stage is to:

Practice Practice

 Let Ss practice the grammar

 Give Ss easier practice
 Let Ss check their usage of grammar
 Help Ss if they are having difficulty using grammar
 Prepare them to produce the langauge

The purpose of this stage is to:

 Give Ss the opportunity to produce the language more freely

 Let Ss make mistakes, and let them help each other
 Let Ss use the language in the context

The purpose of this stage is to:

Closure  Review the main points of the lesson
 Summarize the main points of the lesson
 Correct some errors from the Ss
 Elicit the main points of the lesson
 Give homework
Bob the Hero of Bangkok
 T writes questions on board and Ss discuss in pairs: What does a hero do?
 T tells Ss the title of the story and asks Ss to look at 6 pictures and discuss what will happen in the
story
 T pre-teaches 5 vocab words using pictures and MPF (thief, arrest, save, high up, down the street)

Storytelling
 T tells Ss the story
 Ss listen and arrange the pictures in the correct order (from the beginning of the story to the end of
the story)
 Ss check with another group
 T tells the story again and Ss check their answers
Past Continuous and Past Simple
 T elicits example sentence from Ss: He was cooking when he saw the cat in the tree.
 T asks: How many verbs? What tense are the verbs? Which action happened first?
 T uses timeline to show relationship between past continuous and past simple
 Ss find two more examples (similar to example sentence) from the pictures about the story
 Ss write example sentences on the board
 T checks MPF of grammar

Worksheet
 T gives instructions for WS
 Ss circle the correct verb for the sentences on WS
 Ss check in pairs
 T checks with Ss as a whole class
 T reviews any difficult sentences

Yesterday Crazy Story

 T puts Ss into pairs and small groups
 Ss work together to write sentences using past continuous and past simple
 Ss can use the pictures to give them ideas
 Ss share their stories with another group
 T asks 1-2 groups to read their stories aloud

Error Correction
 T writes a few sentences on the board
 Ss look at the sentences and correct them