Stage Stage aims Procedure Anticipated problems Inter Time

actions (mins
pattern )
s
Pre-task: To engage sts Chatty warm-up: T asks random sts how they are enjoying the T- Ss 2
Warmer To activate course, what do they plan to do with their lg dev afterwards: he
schemata moves the conversation towards the idea of celebrating the end of
course. ‘There is this tradition here at Lang that at the end of the
course, groups go out together and celebrate’.
Brainstormin To activate T elicits from random sts different ideas/ways in which they could T- Ss 1
g schemata celebrate: a party, a get-together, picnic in a park, going to a
To elicit ideas restaurant etc and puts ideas on w/b
for the task
Task 1: To give sts ‘Think for one minute which idea for celebration you like best and Sts might struggle to S 1
Instructions time to think why; where could you go and do that.’ come up with ideas –
about the task prompt.
Task 1: To let sts Sts discuss in pairs. T monitors closely for emerging language. S-S 4
Production produce the ‘Discuss with your partner – come to an agreement on what to do
task 1 and where.’
Post-task: To check ideas ‘Where did u decide to go? Was is easy to come to an agreement? T- Ss 1
Feedback and Were there some things you wanted to say but didn’t know how?’
reflections
Focus on To focus sts on T elicits god/useful expressions from sts who used them and puts If sts don’t use that T- Ss 3
language 1 the useful lg them on w/b, as well as some mistakes – lg that, when corrected, much of useful lg, have
To grade up can be useful for doing the task and/or grading up the language some TL prepared for
sts language students used. As the lg emerges, T: this stage – try to elicit it
1. checks if all the sts understand it with CCQs and personal with questions from sts
Qs What would you say to
2. Drills the pronunciation + n/-ing
3. Puts the expression on the w/b, trying to elicit difficult Do you fancy +n/-ing
aspects of form (asking sts ‘how to write it’ in a difficult It’s not my cup of tea.
part of the word, leaving a gap for the preposition, asking Ok, let’s.
sts to use the TL in a different tense/person etc)
Model text To expose sts ‘My friends from university, Nina, Linda and Vita were recently S 3
analysis: to the model planning a celebration of their own. Listen to them and answer
Listening for text Qs…”
 gist To let sts Sts listen to the model text (track 53 p.88 SB) and answer Qs on
practice w/b : Why are they going out to celebrate? Where do they decide
listening for to go and when?
gist
Feedback To check Pair-check, then OCFB. S-S 1
answers T- Ss

Listening for To expose sts T tries to elicits from sts 3 places mentioned in the conversation. Sts might not remember S 3
detail to the model and puts them on w/b.’ So, they decided to go to Guanabara. But the places – prompt and
text there were two other places mentioned. Do you remember them?’ provide if necessary.
To let sts Sts listen again and try to remember as much as they can about
practice
one of the places (appointed by T).
listening for
detail
Feedback To check ideas Random sts share about their places; others confirm/add info. T- Ss 2

Notice LG To let sts Sts get a script of the conversation. ‘Look at part of the Sts might ask about S 3
notice target lg conversation and highlight as many expressions as you can that some lexical items they
you think are useful when planning a celebration.’ don’t know that are not
1. how to suggest an idea, 2. how to disagree with an idea, 3. how TL – prepare quick CC
to suggest a different idea, 4. how to agree with an idea. for them.
(categories on wb)
ICQs: ‘ What kind of language should you highlight? – elicit with
gestures 1-4. (refer to wb).
Focus on LG 2 To give sts a Re-group sts. Sts unfold the h/o. A gap-fill act with some of the S-S 2
- activity chance to useful expressions from the model text. ‘In pairs ,fill the gaps with
discover the expressions from the text. . For some gaps, more than one
meaning of TL may be correct. ‘
Focus on LG 2 To clarify Stage 1: T elicits answers from random sts, asking CCQs and If sts won’t give much T- Ss 4
- MFP meaning, form drilling pron as needed. After each, puts on w/b and focus on F. examples in the 2nd
and (see LA sheets). stage, be ready to
pronunciation Stage 2: Afterwards, he asks ‘Did you find any other useful prompt some of the TL
of TL
expressions in the text? Something interesting or maybe difficult?’ from the script.
and acts the same as in stage 1. + ‘Do you think it is useful? Shall Skip stage 3 if no time.
we put it on the w/b?’.
 Stage 3: Finally, he asks ‘ Do you know any other expressions that
could be useful? Or maybe you know some in Polish and you don’t
know how to say it in English?’ and acts the same as in stage 1. If
an example is given in polish, activate peer teaching, then prompt;
provide only if nothing else works.
Task 2: To give sts ‘Now, you’ll get another chance to plan your celebration – this Sts might struggle S 2
Instructions time to come time, you’ll know some fancy expressions to use. Think for 2 mins coming up with ideas -
up with ideas about prompt
1. what way would you like to celebrate the end of the
course
2. Where could you celebrate it (have at least two ideas if
people don’t like the first one)
3. When (day and time: think of at least two dates that work
for you so you can find a date that is alright for everybody)
4. What new expressions will you use (at least 3).
IC: Elicit those 4 aspects from sts and put them on w/b.
Task 2: To let sts re-do ‘Now, in groups of 4, plan your celebration. Remember, you have If there won’t be Ss - Ss 8
Production the task to come to an agreement. Try come up with a decision that enough sts for 3 groups
To let students everyone will like’. of 4, make just 2 groups
practice TL and Every students get a card with a hidden agenda, e.g. ‘you hate – easier for feedback.
speaking in a
noisy, crowded places’. The language-focused
personal way
ICQs: ' Can you all agree to the first idea you come up with? stages might take less
Should you disagree with one another? Should you try to persuade time, allowing more
your group to your idea?' time for speaking.
Sts do the task in groups of 4. T monitors closely, esp. for the new
lg on the w/b. HEC for TL!
Feedback: To check sts’ Each group shares their idea: what, where and why. T praises the If time, every sts votes T- Ss 2
ideas ideas idea he likes best. on ideas.” After the
To provide lesson, you can all agree

on when to do that 😉’.

praise

Feedback: lg To give T puts 3-4 sentences on the w/b – correct and with mistakes (TL). If time, T marks on the S-S 3
feedback on lg In pairs, Sts think about which are correct and how to correct the w/b all the expressions T- Ss
rest in pairs, then, OCFB. sts used and praises
them for that.