feedback on Ss strengths possible, as implied by and weaknesses. ACT-R model (Anderson, Ss read aloud sentences 1983). in the passive voice. Increase attention to the accurate use of linguistic form Awareness-raising: 5 minutes Presentation Video clips noticing is the essential Ss watch the video clips starting point for from some TV shows acquisition (Schmidt, and fill in the blanks 1990) with the passive construction. Individual work: Ss also Teacher-developed Stimulate prior recognize the voice of materials, p. 9 knowledge: Students’ the sentences, and make prior knowledge can preliminary and provide a strong scaffolded explorations foundation for building about passive voice new knowledge. usage. T <-> whole class: T Provide input as exposure discuss answers with and comprehensible input whole class. (CI) (Krashen, 1977). Discovery learning: deeper engagement Note taking: Learners construct their own representation of knowledge, rather than passively reproduce what is presented to them (Vygotsky).
feedback on Ss strengths and weaknesses. Ss read aloud sentences in the passive voice. possible, as implied by ACT-R model (Anderson, 1983). Increase attention to the accurate use of linguistic form 5 minutes Presentation Ss watch the video clips from some TV shows and fill in the blanks with the passive construction. Individual work: Ss also recognize the voice of the sentences, and make preliminary and scaffolded explorations about passive voice usage. T <-> whole class: T discuss answers with whole class. Video clips Teacher-developed materials, p. 9 Awareness-raising: noticing is the essential starting point for acquisition (Schmidt, 1990) Stimulate prior knowledge: Students’ prior knowledge can provide a strong foundation for building new knowledge. Provide input as exposure and comprehensible input (CI) (Krashen, 1977). Discovery learning: deeper engagement Note taking: Learners construct their own representation of knowledge, rather than passively reproduce what is presented to them (Vygotsky).