NAME: TP # 8 PAGE: Cunningham, S; &Moor, P (2005) Cutting Edge.

Pearson Longman

STAGE PROCEDURE AIMS TIME &

INTERACTION
LEAD IN 1. Have some pictures with uniforms on the w/b. Ask Ss: To set the context Ss-T 5 min
What are these people wearing? Elicit from Ss. CCQs To activate Ss schemata
if Ss cannot answer. To test Sss knowledge of TL
Ss-Ss
2. Ask Ss to ask each other the following questions in To allow Ss to process instructions and
pairs: Who wears a uniform in your country? Do you answer
wear a uniform at work? Do you like uniforms? Why?
3. Ss processing time. Close monitoring. To increase Ss confidence S-T
4. OCFB. Choose one S from each pair. To check Ss understanding of the task
Ss-T 9:35
Pre-listening task 1. Set task. (ex1 h/o 1) Ask Ss to think about the To set the context for the following Ss-Ss 5 min
clothes that Katie, Marlon, Louisa and Sam wear at listening tasks.
work. In pairs. To increase Ss confidence
Ss-T
2. Close monitoring To check Ss understanding of TL
9:40
3. OCFB
EXTENSIVE 1. Set task. Ask Ss to read the question (ex1 h/o1) To develop Ss sub-skill of listening for S 5 min
LISTENING
Individually. Set time (1min) general information
2. Deliver handouts To increase Ss confidence and develop
3. Ss processing time peer-teaching skills
4. Ask Ss to listen and answer. Individually S
To check Ss understanding of the task
5. Play listening. (241)
6. Pair feedback. Ss-Ss
7. OCFB
Ss-T 9:45
8. Ask Ss to unfold their answers.
VOCABULARY PRE- 1. Ask Ss to match sentences in exercise 2 with their To introduce Ss to TL Ss-Ss 5 min
TEACH
pictures. In pairs.
To allow Ss to process instructions and
2. Ss processing time. Close monitoring.
answer Ss-T
3. OCFB. Personalise with examples.
To increase STT

To check Ss understanding of the task

9:50

INTENSIVE 1. Set task. Ask Ss to read the questions (ex 3, h/o 1) To develop Ss sub-skill of listening for detail S 5min
LISTENING
Individually. Set time (1 min)
To allow Ss to process instructions
2. Ss processing time
3. Ask Ss to listen and answer the questions. To increase Ss confidence and develop peer-
S
Individually. teaching skills
4. Play listening (241) Close monitoring.
To check Ss understanding of the task
5. Pair feedback. Ss-Ss
Ss-T
6. OCFB.
9:55
7. Ask Ss to unfold their answers.
FOLLOW UP 1. Tell Ss to ask each other in pairs. What clothes do To exploit the text for further skills work Ss-Ss 5min
you usually wear at work? Why? Do you think clothes To increase Ss confidence
people wear at work are important? Why? To increase STT
2. Close monitoring.
3. OCFB. Ask 1 or 2 Ss. To check Ss understanding of the task Ss-T 10:00
FOCUS ON FORM, 1. Tell short story (Appendix 1). Use visuals if necessary. To clarify meaning of target lexis and check T-Ss 15 min
MEANING AND Ss-T
2. Have Ss answer questions on the short story. Ss understanding
PRONUNCIATION
3. Have written on w/b Present Simple Present
Continuous.
4. Provide Ss with cards with sentences of the short story. Ss-T
 5. In pairs. Ask Ss to take a look at the sentences, and
Ss-Ss
stick one in its correct place
6. CCQs to check understanding. To increase Ss confidence
Ss-T
7. Drill one sentence of each tense.
8. Have words in Grammar box (p91) stuck to the w/b. To check Ss understanding of the task
Right side for Pr Simple, left side for Pr cont.
9. Ask Ss to discuss about them. In pairs. Which ones do
we use for PS and PrC?
10. OCFB.
10:15

CONTROLLED 1. Set task. Ask Ss to choose the right answer (ex 4) To check Ss understanding of how the TL is S 5 min
PRACTICE 1
Individually formed
2. Ss processing time. Close monitoring To check Ss understanding of TL
3. Pair feedback. To increase Ss confidence
Ss-Ss
4. OCFB. Elicit answers from Ss. To check Ss understanding of the task Ss-T
To enable SS to pronounce TL accurately
T-Ss, Ss-T 10:20
FREER PRACTICE 1. Ask Ss to ask their partners what people usually wear To provide Ss with an opportunity to produce Ss-Ss 7 min
at work in the Canary Islands, what they wear at the the TL spontaneously
weekends and what they are wearing at the moment. In To increase Ss confidence
pairs.
2. Deliver h/o with questions for help To allow Ss to process instructions and
3. Processing time. Close monitoring. Write down errors answer
for delayed feedback
4. If time, change pairs and ask Ss to tell their partners
what the other Ss usually wear. In pairs. To check Ss understanding of the task Ss-T 10:27
5. OCFB.
Feedback. Cold E.C. To clarify meaning, form and structure of TL T-Ss, Ss-T 3 min

10:30