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Activity/Procedure/Stage
Interaction
(for example:
SS-T)
Activity 1:
Speaking activity-express
your opinions
1.1 Pre-Stage:
TS-SS
1. Sometimes people are struggling to
express their opinions. Sometimes you
think it is a very good idea but you
dont know how to express it.
2. Have you ever heard some others
express their opinions?
3. work in groups, write down
Transition to #2:_thats
structures to express your agreement
pretty much for the opinions, and disagreement.
now lets move to a
grammar part.
1.2. During Stage:
SS-SS
__________________
1. Ss discuss and come up with
phrases.(one group work on
agreement, the other group work on
disagreement) (it turns out few students
know how to express their agreement
using various structures, they can only
come up with I agree with you and
then the whole group remain silent.)
Time
5mts
5mts
5mts
5mts
10mts
1.3 Post-Stage:
1. note down Ss oral mistakes and
provide corrective feedback:
Tangible Outcome & T. feedback/peer
feedback:
Fluency exercise
Activity 2:
2.1 Pre-Stage:
TS-SS
Speaking activty-past perfect 1. introduce past perfect progressive.
progressive
2. write down a sentence:
Mayumi had been playing the violin
for eleven years when she moved to
Tokyo.
TS-SS
3. The past perfect progressive often
stresses the length of time a person
Transition to
had been doing a certain activity.
#3:___________________ 4. Ask Ss to compare with the present
perfect progressive: Mayumi has
been playing the piano for three
years.
5. Difference between past
progressive and past perfect
progressive
SS-SS
5mts
5mts
10mts
2.2. During Stage:
5mts
2.3 Post-Stage:
1. listen for mistakes
2. give feedbacks
Tangible Outcome & T. feedback/peer
feedback:
Activity 3:
Extension of past perfect
progressive use
3.1 Pre-Stage:
Homework checkWorkbook p27, practice 6,7
Check your homework within pairs
TS-SS
TS-SS
10mts
5mts
Transition to #4 or Wrapup:___________________
5mts
5mts
3.3 Post-Stage:
TS-SS
1. ask SS to differentiate between
dynamic verbs and stative verbs.
2. provide a list of verbs, ask Ss to
decide which were dynamic verbs,
which are stative verbs.
(there should be a follow-up activity, to
let students come up with verbs and let
them judge their categories)
Materials:
Handouts for FOR or AGAINST
Handouts for agreement
PPT
Cards for duration words and score
Anticipated Problems & Suggested Solutions:
Ss may find the controversial topics difficult, try to go over the words one by one.
Contingency Plans (what you will do if you finish early, etc.):
Post-Lesson Reflections: