Procedure-sheet

Stages and Stage Aims

Mins

Inter-action

Procedure

What is happening? Comment on: set up, activity and feedback for each stage

Trainer Observations & Recommendations

Trainees do NOT complete this column

Lead-in

To generate interest in the topic of the lesson

5 mins

T-SS

SS-T

Set-up: Teacher asks students: “What do you think how life has changed in the last 100 years?”

Sts on task: Students think about the question and share their ideas.

Whole class feedback

Prediction task

To encourage Ss to predict content of the text

3

mins

T-SS

SS - SS

SS-T

Set-up: Teacher asks students: “Think about washing, keeping cool and entertainment 100 years ago and give your feedback.” Teacher divides students into two groups of 3-4 people.

Sts on task: Students discuss the question in groups and share their ideas.

Teacher writes down their ideas on the board.

Whole class feedback

Pre teach vocabulary

To pre-teach key vocabulary needed to help students to complete the reading task

5

mins

T –SS

SS -T

S-T

Set-up: we pre-teach the vocabulary that will be important for understanding of the text and doing exercise 2.

Teacher shows the example sentences and pictures on the board. Then elicits the meaning of the words in bold. If there’re problems, teacher explains the meaning and drills the words with students.

Then, teacher checks if students understood the words with CCQ.

List of the words: enormously (B2), exist (B1), cool down (B2), entertainment (B1), performance (B1)

Sts on task: Answer the questions from teacher and repeate the words.

Whole class feedback/ Each student feedback.

Reading for gist

To encourage Ss to read for gist

7 mins

T –SS

SS -T

Set-up: Teacher asks students to read the text. Gives them 5 mins to do it. Then they compare their predictions with the information from text to see if they were right. After that Teacher asks a question: “Is people’s life 100 years ago harder than nowadays? Why?”

Sts on task: Students discuss the question in groups and share their ideas.

Whole class feedback

Reading for specific information

To practise reading for specific information

5 mins

T – SS

SS –SS

SS - T

Set-up: Teacher asks students to do exercise 2 in their Student’s books individually. Then compare their answers in pairs. After that teacher nominates each student at a time to answer one of the questions. Teacher corrects if needed.

Sts on task: Students do the task individually and then compare their answers in pairs.

Feedback

Reading for detailed comprehension

To practise reading for detailed comprehension 

5 mins

T – SS

SS –SS

SS - T

Set-up: Teacher handouts students some sheets with multiple choice tasks and encourage students to do it in pairs. Then they check their answers together.

Sts on task: Students do the task in pairs and then check their answers together.

Feedback

Post teach vocabulary

To post-teach useful vocabulary from the text with higher level.

5 mins

T – SS

SS - T

Set-up: After reading teacher askes if the students found these words in the text. Then, the teacher asks students about other words and their meanings. If students struggle, teacher shows thrse words in example sentences and asks students again. If they don't answer again, teacher explains the meaning and drills the words with students.

Then, teacher asks CCQ to elict the answers from students.

List of words: time-consuming (C1), tap (B1), average (B2).

Sts on task: Students answer the teacher’s questions, do the drilling exercise.

Whole class feedback.

Follow up

To develop oral fluency by providing an opportunity to react to the text; To personalise the topic

5 mins

T – SS

SS –SS

SS - T

Set-up: Teacher asks students to do exercise 3a in their Student’s book.

Sts on task: Students are divided into two groups of 3-4 people and discuss the following questions: Imagine you could go back to life a hundred years ago. What things would you like about it? What would you miss from your life now? Why?

Whole feedback

Delayed error correction

To provide language feedback on task

NB. Provide feedback on content of task before focusing on errors.

5

mins

T – SS

Set-up: Teacher provides students with feedback on the content of the task and then corrects most frequent mistakes.

Sts on task: listen and make notes if needed.

Feedback