Martin Plasse Martin Plasse

Grade 8 (A1) level


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of sequence words in the context of the daily routine

Subsidiary Aims

  • To provide product writing practice of a sequence story in the context of the daily routine
  • To provide fluency and accuracy speaking practice in a sequence in the context of the daily routine


Warmer/Lead-in (Context) (4-5 minutes) • To set lesson context and engage students

Lesson begins with a funny Sesame Street video about the order of dishes in a restaurant. T could preteach the word order and sequence and tell the students to pay particular attention to that. After the clip T may start by asking what did the man want first? And then? and after that? and after that? ;) T may clarify and write these words, but should wait to work on pronunciation as the meaning might still not be totally clear to many students as this is not the purpose of this stage.

Exposure (Controlled Practice) (8-10 minutes) • To provide a model of production expected in coming tasks through listening

Stop, go back dictation: T draws on the BB the buttons of a CD player Play/Stop/Rewind or Go back and elicits their names. T may then write those above as well. T asks everyone to take a pencil and paper out and explains that he/she is the CD player and that he is going to "play" a story which they need to write down, word for word as best they can. T reminds that they can say stop and go back at anytime. T reads at a normal speed linking between words. For FB sts exchange eachother's texts and discuss differences, and then the true text is put up on the TV. Give sts time to compare and see their mistakes. Alternatively, if time allows students, maybe once sentence each, redictate their texts to the teacher who writes it exactly as they say it. T can then elicit and address the mistakes.

Useful Language (Vocab/Grammar) (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Following up on the dictation FB, T elicits and identifies all the sequence words in the text. To clarify meaning T uses CCQs as well as a beginning/middle/end table where T can place the words, with the sts' help, as he elicits them. If time is plentiful, T may play a fun Sesame Street animation about beginning middle and end. T works on pronunciation here as well.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

Sts' write a short paragraph about their own daily routine using as many sequence words as possible, minimum three. Then they tell it in groups. T monitors closely to prepare next stage.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T asks a few volunteers to share their story, and makes sure to praise them amply after they've done so. T writes down a few sections, or a sentence of it, or a few words. T does that for 2-5 sts. T then goes over what he has written, paying special attention to the good parts. He also points out some of the mistakes eliciting the correction. T may then supplement with what he has picked up form monitoring.

Extra (2-3 minutes) • Would be added to supplement the Exposure stage.

If T finds that an extra activity would be needed for time or that the sts might benefit from a more hands-on activity he may have the sts reorganize the pictures representing the dictation story either from looking at the ppt. slide or by giving out the cut up parts to teams.

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