LESSON PROCEDURE / Ernesto

Interactions Stage and Aim Procedure Anticipated Problems and Tutor´s Comments
and time Solutions
6 minutes Lead-in News: Are you well-informed about what´s
TS happening in the world? Do you read/watch
SS To generate interest in the news? (make a comment on recent news).
topic. Students walk around the room reading the
headlines of different types of news and
deciding whether they would read the story or
not.

2 minutes Orientation Use title to get students to predict the type of

story they will read (not on board or with
much attention to detail)
7 minutes Gist Multiple choice: Students are given the text
TS with some ideas that relate to the title
S To enable students to read Midnight Drive.
SS for gist in the context of They have to select the one that describes the
driving. text (Handout 1) individually.
In pairs they then compare their ideas.
Open class feedback.
10 minutes Clarification Match to the visual: Students are given a Problem: Steer may be
TS visual material to match the highlighted difficult to understand
To convey and check the vocabulary in the text with the correct through the visual.
understanding of the usage illustrated situation. Solution: Using a different
of the following words: Feedback: As feedback is given CCQs are used type of visual on board
to clarify meaning. (steering wheel)
Do a U-turn, stall, steer, Form is analyzed by eliciting as much as Problem: Difference
overtake, recklessly driving, possible from students. between pull over and stall.
pull over Pronunciation of some words is drilled. Solution: Using a situation
that contrasts meanings.
LESSON PROCEDURE / Ernesto

10 minutes Controlled Practice Text-completion: Students are given a car Problem: Students may
chase description with gaps. They have to use struggle with the adaptation
TS To enable students to the Target Language and fill in the blanks. In process.
S practice the target each case they will have to adapt the form of
SS language in a context. the word so that it fits the text. Solution: Using time to refer
Students compare answers and then share back to the board and give
with the rest of the class. feedback. Using peer
teaching.
10 minutes Freer Practice Class survey – Students now talk to other Problem: Perhaps most
classmates using a questionnaire (See handout students haven´t done most
S-S-S To consolidate learning by 4). They include details of the answers they of the activities listed and
enabling students to use listen to. that could lead to poor
some of the target In pair work they share the results they found interaction.
language in a freer context. more interesting/shocking.
Open class feedback is conducted afterwards. Solution: Exploring the
possibility then of talking
about the activities that
they would definitely like to
do and the one that they
dislike the most.