To provide controlled Say, now you are going to choose correct option in the task 2. S work practice Project task onto smart-board. Elicit the first example from SS 5-7 min Hand out materials Pair work To provide accuracy Organise pairs. SS 5 min practice Tell students to compare their answers in pairs and justify their To promote student choices. centred learning Elicit model To organise feed-back ICQ you going to just read your answers or are you going to ‘Are To note errors for discuss and explain them? (Discuss and explain them) follow-up corrections Tell students to look at sentences 1-8 and decide what actually To check happened and/or what the situation is now. understanding of the Elicit a model answer from a stronger student first. grammar ICQ you going to read the sentences or talk about where ‘Are you think the about where you think the speakers are?’ (Talk speakers are) SSS In pairs SS compare opinions before checking in open class S Further controlled Project task and ask SS to read the speech bubbles. Tell SS (Extra) practice they are going to write sentences using for each bubble. ‘wish’ SS Elicit an example from a stronger student before starting. practice activity (if Hand out task. time allows) Feedback at the end. Get students to compare their answers in SSS-T small groups first. If time allows, ask some students to write their sentences on the board as feedback. To provide free practice Organise different pairs. S work 5 in the game format min Play a game of careful what you wish of 5 wishes ‘Be for’. Think To obtain evidence of each. Pair work learning 10 min SS first write five wishes on a piece of paper, using past simple, SS past perfect and would, before taking turns read them. The other student should say how the wish goes/went wrong. Model the task with a stronger pair first. ICQ student A reads out a wish, will student B just listen ‘When or will they say how it might go say how it might wrong? (They’ll go wrong) Monitor and check for errors.
work 5-7 min Pair work 5 min (Extra) practice activity (if time allows) work 5 min Pair work 10 min To provide controlled practice To provide accuracy practice To promote student centred learning To organise feed-back To note errors for follow-up corrections To check understanding of the grammar Further controlled practice To provide free practice in the game format To obtain evidence of learning Say, now you are going to choose correct option in the task 2. Project task onto smart-board. Elicit the first example from SS Hand out materials Organise pairs. Tell students to compare their answers in pairs and justify their choices. Elicit model ICQ ‘Are you going to just read your answers or are you going to discuss and explain them? (Discuss and explain them) Tell students to look at sentences 1-8 and decide what actually happened and/or what the situation is now. Elicit a model answer from a stronger student first. ICQ ‘Are you going to read the sentences or talk about where you think the speakers are?’ (Talk about where you think the speakers are) In pairs SS compare opinions before checking in open class Project task and ask SS to read the speech bubbles. Tell SS they are going to write sentences using ‘wish’ for each bubble. Elicit an example from a stronger student before starting. Hand out task. Feedback at the end. Get students to compare their answers in small groups first. If time allows, ask some students to write their sentences on the board as feedback. Organise different pairs. Play a game of ‘Be careful what you wish for’. Think of 5 wishes each. SS first write five wishes on a piece of paper, using past simple, past perfect and would, before taking turns read them. The other student should say how the wish goes/went wrong. Model the task with a stronger pair first. ICQ ‘When student A reads out a wish, will student B just listen or will they say how it might go wrong? (They’ll say how it might go wrong) Monitor and check for errors. S SS SSS S SS SSS-T S SS