Language Lessons?

(Vocabulary, Grammar, Functions)

PPP

- Lead-in?

- Language clarification* (Presentation)?

-?Convey/clarify meaning using the context?

-?Elicit TL?

-?Check meaning using the context?

-?Drill ?

-?Provide written record?

-?Highlight pronunciation and form?features?

- Controlled practice?of TL?(Practice)?

- Semi-controlled practice of TL (optional)?

- Freer practice?of TL?(Production)?

- Feedback

TTT

- Lead-in?

- Test 1?

(e.g. SS do gap-fill, definition-matching, categorising, ordering, discussion, role-play)?

- Feedback to test 1 / Teach (language clarification)*?

Go over the task, clarify and check meaning, address form and pronunciation (focus on the items students were struggling with in test 1)?

- Test 2 / Controlled practice of TL?

- Freer practice of TL?

- Feedback

Text-based clarification?

- Lead-in?

- Reading / Listening ?

• Orientation to text?

• Pre-teach vocab (if necessary)?

• Content focus (gist task)?

• FB on content task?

- Clarification: focus on language from text*?

• - getting students to notice the language?

• - clarifying and checking meaning using the context ?

• - addressing form and pronunciation?

- Controlled practice of TL?

- Freer practice of TL?

- Feedback

* Strategies for more student-centred clarification:?

1. Use a guided discovery worksheet, containing questions about M,F,P. This works well particularly with text-based presentation lessons ?

2. Other strategies to deal with M,F,P (you might choose to only?use one or two of these, depending on the TL):?

Meaning?

- (grammar/functions) put CCQs on the board or on cards on the?floor for Ss to discuss answers in pairs?

- (grammar or vocab) in a text based presentation, Ss?discuss/contrast the meanings of the TL in pairs before clarification Form?

-?(grammar/functions) Students highlight the form of the sentences in pairs, ?think of question / negative forms where appropriate?

Pronunciation?

- (grammar/functions/vocab) Students mark stress on words / structures either before or after the teacher drills the TL (Bear in mind that you might need to do an example in the set-up of these ?tasks)

Skills lessons (Receptive and Productive Skills)

Receptive skills lessons (Reading, Listening)?

- Lead-in?

- Orientate SS to text (e.g. a prediction activity)?

- Pre-teach vocab (for blocking vocab or vocab needed for the tasks) ?(can be done together with or before the previous stage)?

- Gist task?

– set task, SS read or listen, SS confer, FB on answers?

- Specific info task (optional) – set task, SS read or listen, SS confer, FB on answers?

- Detail task?

– set task, SS read or listen, SS confer, FB on answers?

- Follow-up productive skills activity/Post-text discussion/Speaking(Writing) Extension ?(e.g. discussion, role-play)

Speaking lessons?

- Lead-in?

- Preparation for speaking

-framework/format: a model text?

-ideas: a text or brainstorming?

-language focus?– a text or brainstorming – when and if relevant?

- Speaking task (in groups or pairs)?– *or rehearsal?

- Feedback (on content - task achievement and language use)?

- *Speaking task repetition (with a different partner/group or a modified task)?

- Feedback?

*The number of tasks/task repetitions may vary depending on the time available?and/or type of task (usually at least two tasks)

Writing lessons?

- Lead-in?

- Reading?

(to provide a model of text type or set context for writing)?

- Focus on sub-skills (analysing model text)?

e.g. layout, organisation, language:?vocabulary, fixed expressions, style features, etc.?

- Preparation for writing /?Brainstorming - SS generate ideas (speaking or note-taking)?

- Writing?

- Content feedback?

- SS read (with a task) and comment on each other’s writing?

- Language feedback (if time)