Time Stage Number and Procedure Interaction Aids and

Name Pattern Materials

Stage Aims

3’ Lead-in Slides - IWB

To engage ss attention T shows a picture from a friend of him that T - SS

is coming to town
To create interest in T creates interest in ss to read the e-mail
the text Ss predict what the email might be about SS

5’ - Reading for gist T asks ss to read and focus on the following T - SS Worksheet
7’ question: #1
To allow ss to What is the reason I email my friend?
understand the gist of You want to meet him (at your apartment
the text this coming Sunday).

T tells ss they only have 2 minutes to read SS

the email

To allow ss to interact Ss check in pairs their answers S-S

with their peers
Ss check as a whole SS - T

T asks if needed: Are Mark and I meeting

this weekend?

10’- Cross-reference T gives ss worksheet #2 Worksheet

15’ #1
To give ss the T tells ss to work in pairs and compare T - SS
opportunity to notice Worksheet #1 and Worksheet #2 and try to Worksheet
cross-reference find differences #2
devices in an email
T exemplifies how to circle the words that
are different on Worksheet #1

Ss are supposed to circle the S-S

pronouns/demonstratives/adverb on
Worksheet #1

T shows a slide with the words ss had to PowerPoint

To allow ss to interact circle Slide
with another peer
T asks ss to work with a different partner S-S

To encourage ss to Ss draw a line connecting the words in

identify anaphoric, circles and what they refer to in the text
cataphoric, and
exophoric references T gives Worksheet 2.b (an additional
extract of the email) to fast finishers
PowerPoint
 T shows slide with answers SS - T Slide
10’ Reference within T elicits reasons why the texts are different SS - T Worksheet
written texts (Guided #3
discovery) T provides ss with Worksheet #3. Ss are
told to do this in pairs without unfolding
To give ss the the paper yet S-S
opportunity to
discover how cross- T monitors and provides ss support when
reference works needed T

T should avoid speaking in jargon to

explain this

T asks ss to unfold the paper and complete

the rules with the same partner S-S
To allow ss to reflect
on the importance of The class checks as a whole and discusses
cross-reference within the different types of reference and their
a text importance SS - T

To encourage ss to
use cross-reference
devices T elicits other words ss may know that
SS - T IWB
could be used as cross-reference devices
and boards them

5’ - Using cross-reference Worksheet

10’ (Controlled practise) #4
T asks ss to work with a different partner S-S
To provide ss with the and gives them Worksheet #4a
opportunity to have a
controlled practise on T tells ss to work in pairs to try to fill in the S-S
cross-reference gaps using only one word from the box
each time

T monitors to spot possible differences

between ss’ answers.

Ss discuss their decisions as a whole, and SS - T

why some answers may be different

10’ Using cross-reference Worksheet

(Semi-controlled #4
practise) T gives ss Worksheet #4b for ss to fill in the
gaps using the words from the box more
To provide ss with than once this time.
additional practise
Ss first do this individually SS

T
 To allow ss to work
individually

To reflect on the use

of cross-reference
within texts
T monitors and offers support

Individually, ss draw lines in the bottom half SS

to establish references across the text as
they did with the first half
S-S
T asks ss to compare their answers in pairs

The class compares and discusses as a whole SS - T

10’ Using reference T tells ss to write down a couple of lines SS
(Freer practise) telling Mark what he could do with them
(Optional) for the weekend

To give ss an T reminds ss to use cross-reference when

opportunity to they write
produce a short text
using cross-reference T monitors and praises accurate references T

Ss swap papers and try to identify the

reference device(s) in their partners’ SS
sentences.

Appendices
Worksheet 1
Read the email your teacher wrote to a friend and answer the question on the board.

Hi Mark,

¹Just a quick email to say that sounds like a great idea. ²Sunday is better for
me because I'm working on Saturday. ³So if that's still good for you, why don't
you come here? ⁴Then you can see the new apartment and all the work we've
done on it since we moved in. ⁵We can eat at home and then have some drinks
in the afternoon. ⁶I want to hear all about your new job! ⁷I need to know how
good it is.

⁸Let me know if there's anything you'd like to eat so I can cook it for you.
⁹Really looking forward to seeing you!

¹⁰See you soon!

Angel

Worksheet 1
Read the email your teacher wrote to a friend and answer the question on the board.

Hi Mark,

¹Just a quick email to say that sounds like a great idea. ²Sunday is better for
me because I'm working on Saturday. ³So if that's still good for you, why don't
you come here? ⁴Then you can see the new apartment and all the work we've
done on it since we moved in. ⁵We can eat at home and then have some drinks
in the afternoon. ⁶I want to hear all about your new job! ⁷I need to know how
good it is.

⁸Letme know if there's anything you'd like to eat so I can cook it for you.
⁹Really looking forward to seeing you!

¹⁰See you soon!

Angel
Worksheet 2
Compare with Worksheet #1 and highlight on it the words that are not present in the next
version

Hi Mark,

Just a quick email to say your plan sounds like a great idea. Sunday is better
for me because I'm working on Saturday. So if Sunday's still good for you, why
don't you come to my neighbourhood? Then you can see the new apartment
and all the work Sara and I have done on the apartment since Sara and I
moved in. Sara, you, and I can eat at home and then have some drinks in the
afternoon. I want to hear all about your new job! I need to know how good
your new job is.

Let me know if there's anything you'd like to eat so I can cook what you’d like
for you. Really looking forward to seeing you!

See you soon!

Angel

Worksheet 2
Compare with Worksheet #1 and circle on it the words that are not present in the next version

Hi Mark,

Just a quick email to say your plan sounds like a great idea. Sunday is better
for me because I'm working on Saturday. So if Sunday's still good for you, why
don't you come to my neighbourhood? Then you can see the new apartment
and all the work Sara and I have done on the apartment since Sara and I
moved in. Sara, you, and I can eat at home and then have some drinks in the
afternoon. I want to hear all about your new job! I need to know how good
your new job is.

Let me know if there's anything you'd like to eat so I can cook what you’d like
for you. Really looking forward to seeing you!

See you soon!

Angel
Worksheet 2.b
Compare with Worksheet #1 and circle on it the words that are not present in the next version

Our house is close to “Plaza de las Americas”, but the location is a bit difficult
to find because the house numbers are really strange in my neighbourhood. If
you turn left at the bus station and keep going past the big park called “Mundo
Aventura”, there's a small side street behind the park with the apartments in.
You’ll identify the apartments because the apartments are the only yellow ones
in my neighbourhood. Don't ask me why the street doesn't have a name! But
call me if you get lost and I'll come and get you.

Worksheet 2.b
Compare with Worksheet #1 and circle on it the words that are not present in the next version

Our house is close to “Plaza de las Americas”, but the location is a bit difficult
to find because the house numbers are really strange in my neighbourhood. If
you turn left at the bus station and keep going past the big park called “Mundo
Aventura”, there's a small side street behind the park with the apartments in.
You’ll identify the apartments because the apartments are the only yellow ones
in my neighbourhood. Don't ask me why the street doesn't have a name! But
call me if you get lost and I'll come and get you.

Worksheet 2.b
Compare with Worksheet #1 and circle on it the words that are not present in the next version

Our house is close to “Plaza de las Americas”, but the location is a bit difficult
to find because the house numbers are really strange in my neighbourhood. If
you turn left at the bus station and keep going past the big park called “Mundo
Aventura”, there's a small side street behind the park with the apartments in.
You’ll identify the apartments because the apartments are the only yellow ones
in my neighbourhood. Don't ask me why the street doesn't have a name! But
call me if you get lost and I'll come and get you.

Worksheet 3
Go back to the email in Worksheet 1 and choose a), b), or c) to answer the questions. Only
one option is possible.

1. Which words in the email refer to information that appeared

previously in the text?

a. that, here, we, we, we

b. me, I, I
c. that, it, it

2. Which words in the email refer to information that appears later in the
text?
a. that, here, we, we, we
b. me, I, I
c. that, it, it

3. Which words in the email refer to information that isn’t in the text?

a. that, here, we, we, we

b. me, I, I
c. that, it, it

-----------------------------------------------------------------------------------

Mark with an ‘X’ to complete the rules. More than one option is possible.

1. __________________ can be used to refer to information in a

text.

a. Pronouns (e.g. I, we, you, me, them)

b. Determiners (e.g. this, that, these, those)
c. Adverbs (e.g. here, there)
d. Any word (e.g. apartment, Angel, neighbourhood)

2. The information we refer to can be: (More than one option is possible)

a. After
b. Before
c. Not in the text
Worksheet 4.a
Complete the email with the words from the box. Use each word only once.

Hi Mark,

Just a quick email to say ¹____ sounds like a great idea. Sunday is better for
me because I'm working on Saturday. So if ²____ 's still good for you, why
don't you come ³____? Then you can see the new apartment and all the work
⁴___ have done on ⁵____ since ⁶____ moved in. ⁷____ can eat at home and
then have some drinks in the afternoon. I want to hear all about your new job!
I need to know how good ⁸____ is.

Let me know if there's anything you'd like to eat so I can cook ⁹____ for you.
Really looking forward to seeing you!

See you soon!

Angel

---------------------------------------------------------------------------------

Worksheet 4.b

Complete the email with the words from the box. Use each word more than
once.

Our house is close to “Plaza de las Americas”, but ⁹___'s a bit difficult to find
because the house numbers are really strange ¹⁰___ If you turn left at the bus
station and keep going past the big park called “Mundo Aventura”, there's a
small side street behind ¹¹___ with the apartments in. You’ll identify ¹²___
because ¹³___ are the only yellow ones ¹⁴___. Don't ask me why the street
doesn't have a name! But call me if you get lost and I'll come and get you.
Slideshow
Planning and Learner Progress

I think this was a good lesson in general. The main aims and the subsidiary one were
successfully achieved, and I tried to use more exemplification instead of description to give
instructions. By the end of this lesson, my learners were more aware of how we use
anaphoric, cataphoric, and exophoric references within a written text to make it more
cohesive. They were also able to practise using cross-reference, as well as to discuss the
reasons to use a specific cohesive entity instead of another.

Strengths

 I believe I monitored effectively. I was very aware of my students progress all the
time, and I tried to respond appropriately to their individual and common needs. For
instance, providing them with a second time to read the whole text because they
had not understood it the first time
 I used good grouping strategies. Not only did I make sure to give students sufficient
chances to interact with different partners during the class, but I was very quick to
spot which students were getting the new concepts more efficiently to pair them up
with those who had not grasped them yet
 I tried to be more judicious with my timing. I did not rush my students into finishing
any task in this lesson, and I did not need to provide them with all the material. I
believe I was also judicious with my learners’ use as well as my own of L1. Despite
my old beliefs, I thought it could be useful and I felt it was needed because one of
them was completely wrong about a key concept
 I managed to anticipate some problems that came up - e.g. having difficulties with
deictic words (I, you), and not understanding some specific vocabulary

Weaknesses

 I think I failed to plan a more effective task for the semi-controlled practice. I
designed a task that had fewer words which students were meant to use
repeatedly to fill in the gaps. My idea was to challenge them after their controlled
practice. However, I asked them to use different pronouns - i.e. they, them, which
ended up being quite challenging for them. Perhaps, designing a semi-controlled
practice where my learners could use the same words as in the controlled one
would have been more motivating for them
 Even though I anticipated to answer some of my students’ questions using their L1
to safe time, I am still unsure whether or not it was entirely necessary for me to
give a whole explanation using Spanish
 I planned the lesson to be 55 to 60 minute long. I think this keeps being an error
when I am planning my classes. I should have planned a 40-minute lesson with
and additional 10-minute extra activity for some freer practice

Consolidation and Follow-up

The next time I have the chance to work with any of these learners I will:
 Show them my friend’s reply to my email. I will then ask them to try to find
exophoric, cataphoric, and anaphoric references
 Encourage them to use cross-reference to understand the meaning of extracts of
texts, or to help them answer their future quizzes
 Encourage them to identify different deictic devices by asking them to find them
within the reading and listening activities they have in their coursebooks
 Ask them whether or not they have used reference both to understand a text and to
produce one of their own