The procedure sheet of the lesson

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 set the context and engage students’ interest

5 mins

s-s

ss-t

Divide the students into pairs.

Ask students to remember

• how they can politely make an offer?

• Refuse something?

• Accept something?

Discuss students’ answers

Mention that in the lesson we will study phrases that make speech more natural and coherent.

Feedback from each pair

Focus on the target language in context

To lead the students towards a model sentence including the target language

Clarifying target language

To

- clarify meaning

- highlight form

- model and provide practice of the pronunciation

12

s-s

Give students cards with sentences with key phrases written on them.

Ask student to read the whole phrase and other student to explain it by ear, to say what’s the purpose of the sentence. (i.e. the purpose of the sentence «I can help you» is the making offer about the help for someone).

To pay students' attention to what grammatical form is used after each of the key phrases. Reflect this information on the board.

Whole class feedback

Controlled practice

To provide controlled oral/written practice of the target language

10

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s-s

Based on the first exercise. Display a list of keywords on the board with sentences that will be in the wrong order.

Ask students to insert the necessary keywords into sentences based on micro context and grammatical indicators.

Next, ask students in pairs to compose a dialogue from the resulting sentences with keywords. Ask students to read the dialogue in pairs.

Ask concept questions to make sure that students understand the dialogue without translation. (For example, what are Emma and Jim trying to do? What can't Beth do because of a damaged car?)

The whole class feedback

Focus on word order and context

To pay students’ attention on building sentences with key phrases

8

t-s

Based on the second exercise. Put the words on the board in the wrong order.

Ask students to write down the words in the correct order, and then ask students to come up with a situation in which this question might be appropriate. Check the correctness of the assignment and listen to the students' assumptions about the situations.

Then put the sentences from exercise 2b on the board and ask the students to match them with the questions

Each students feedback

Freer practice

To provide freer oral/written practice of the target language

10

s-s

s-t

To divide sts into pairs and give sts cards with some situations.

Ask sts to create mini dialogues using the phrases learned at the beginning of the lesson. Students need to make an offer, refuse or accept it.

Ex. Card: «Your friend tried on jeans that do not fit him. Offer him to look at other jeans»

Supposed mini dialogue:

- Look at this, how do you like these jeans?

- Do you want to buy these jeans?

- I think they're not bad.

- If you're really interested in my opinion, I'd better look for others.

Ask students to present their dialogues.

Whole class feedback

Delayed error correction

To provide language feedback on task

5

t-s

s-t

Orally correct mistakes and ensure that it was mistake but not the error

Correct in written form (on the board) errors: write all of them on the board, tell about the first one and ask students to correct others