Beruflich Dokumente
Kultur Dokumente
PROCEDURE
Warm-up
Interaction: T-Ss
Speaking
Timing:
5
The T checks the Ss homework orally, encouraging them when it is required and
allowing them to self-correct if necessary.
Lead-in
Interaction: T-Ss
Timing:
Speaking:
The T states the objectives and the subject matter of the lesson, raising the Ss
curiosity this way.
Then the T asks the Ss if they ever dream, sleep walk, have nightmare, snore or suffer
from insomnia.
Afterwards, the T asks the Ss how much they know about dreams and the process it
involves. To prove that, they are told to mark the sentences in exercise 2 True or False
according to their own knowledge, before they get to read the text.
Interaction: T-Ss
Reading, listening
Timing:
15
The T names Ss telling them to take turns in reading aloud two sentences from the text
Sleeping like a baby on page 70.
When the Ss mispronounce a word, the T interferes by pronouncing the word exactly
the same, but using a different intonation, so that the Ss know the word has been
pronounced incorrectly. This way, the Ss are given the opportunity to self-correct or to
correct each other. If the Ss try a few times and still cannot pronounce the word
correctly, the T interferes, asking all the Ss to repeat after her. After they have read the
text, the Ss are asked if they have any questions.
Speaking, listening
Timing:
8
In order to make sure that the Ss have understood what the text is about, the T asks the
Ss too check if their previous assumptions about the questions have been correct.
Then, with the same purpose in mind, she asks a few questions about the text, starting
with Who sleeps?. She names different Ss to answer the questions. Those who
answer are supposed to do it in full sentences, trying to use as much of the vocabulary
encountered in the text as possible. At the same time, Ss have to self-correct if
necessary, with only a slight intervention from the T, and only when needed.
Then she tells the same S to ask another question about the text to another S, who,
after answering it, has to repeat the same operation. If one S does not give the correct
answer, he or she loses the right to ask a question himself or herself. This way, the T
checks the Ss comprehension of the text, as well as their ability to converse and ask
intelligible questions.
Speaking
Timing:
7
The T announces that the Ss next activity implies their completing the slots, blanks in
the text with the missing information given in exercise 3. After they have done this
individually, the Ss are told to compare their answers to that of their direct desk-mates,
and, if their answers are different, to decide upon a final answer together.
Activity 4
Speaking
Timing:
8
Ss are asked whether they know what a connector is. After the meaning of the word
has been assimilated by the Ss in the target language, they are required to give some
examples of connectors from the text, trying to explain what they connect and every
connectors individual meaning.
In order to assure the consolidation, the Ss are supposed to underline all the connectors
in the text and to complete the sentences to see if their assumption has been correct.
Follow-up: Homework
Interaction: T-Ss
Timing:
2
The T tells the Ss that they are supposed to do exercise 5 on page 71. Ss have to read
the text again and write three things they did not know about sleeping and dreaming,
as well as about what they consider to be the most interesting thing and aspect about
the topic of the text.