10 minutes Practice Teacher-developed Focus on form through Pair work: Ss, in pairs, materials, p. 10-12 collaborative dialogue discuss passive voice Learners co-construct usage, effect, and new language through intention through partially socially-mediated scaffolded activity. interaction (Vygotsky, T monitors. 1987). T <-> whole class: T discuss answers with Delivery mode tailored to whole class. learning students’ visual style. (Kaufman, 2013) Goal-directed practice develops greater fluency, automaticity and mastery. Questioning and 10 minutes Teacher-developed Consolidation application promote Group work: Ss, in materials, p. 13-16 inquiry-driven learning. groups, analyze authentic (Kaufman, 2013) language samples, including those from other subjects, and discuss Group work: promotes the suitable voice and learning community and reason. learner esteem (Slavin) T monitors. T <-> whole class: T discuss answers with whole class. Comprehensible output 10 minutes Teacher-developed Production (CO) hypothesis suggests Pair-work: Ss discuss materials, p. 17 that to current new events in ‘forcing’ learners produce language is passive voice. important so they can T monitors. notice gaps in their S <-> whole class: Ss production and test out report their opinions to the
10 minutes Practice Pair work: Ss, in pairs, discuss passive voice usage, effect, and intention through partially scaffolded activity. T monitors. T <-> whole class: T discuss answers with whole class. Teacher-developed materials, p. 10-12 Focus on form through collaborative dialogue Learners co-construct new language through socially-mediated interaction (Vygotsky, 1987). Delivery mode tailored to students’ visual learning style. (Kaufman, 2013) Goal-directed practice develops greater fluency, automaticity and mastery. 10 minutes Consolidation Group work: Ss, in groups, analyze authentic language samples, including those from other subjects, and discuss the suitable voice and reason. T monitors. T <-> whole class: T discuss answers with whole class. Teacher-developed materials, p. 13-16 Questioning and application promote inquiry-driven learning. (Kaufman, 2013) Group work: promotes learning community and learner esteem (Slavin) 10 minutes Production Pair-work: Ss discuss current new events in passive voice. T monitors. S <-> whole class: Ss report their opinions to the Teacher-developed materials, p. 17 Comprehensible output (CO) hypothesis suggests that ‘forcing’ learners to produce language is important so they can notice gaps in their production and test out