Created by
lexi_rizzo58Teacher
Terms in this set (16)
f. Allows for learner creativity / personalisation of the topic (as they did in Read on 1)
g. Provides written and oral practice of the target language introduced in Grammar 1 to express their opinions
h. Promotes accuracy of target language from Grammar 1 through writing
i. Provides opportunity for learners to use lexis from Lead-in 1 / to use language they may have noticed in the reading text in Read on 2
g. Provides written and oral practice of the target language introduced in Grammar 1 to express their opinions
h. Promotes accuracy of target language from Grammar 1 through writing
i. Provides opportunity for learners to use lexis from Lead-in 1 / to use language they may have noticed in the reading text in Read on 2
-introduces/focusses on excuses when making refusals as introduced in ex: 18a / focusses on the importance of politeness when making refusals
- allows learners to use their own ideas to generate the target language from the previous exercises provides (controlled) oral/written practice of making excuses / replies introduced in ex: 18a
- allows learners to use their own ideas to generate the target language from the previous exercises provides (controlled) oral/written practice of making excuses / replies introduced in ex: 18a
-gives learners more freedom than in previous exercises to formulate requests / responses / gives learners less controlled/freer practice/written practice from all previous exs:
-gives an opportunity for learners to use the language (act it out for the class) / combines meaning / use, form and pronunciation (from all the previous exercises) / consolidates what has been learned in the previous exercises
-focuses on accuracy (because learners have to write the dialogue) and so explicitly practises the forms introduced in all previous exercises
- completes the cycle of receptive to productive which started with ex: 14
-gives an opportunity for learners to use the language (act it out for the class) / combines meaning / use, form and pronunciation (from all the previous exercises) / consolidates what has been learned in the previous exercises
-focuses on accuracy (because learners have to write the dialogue) and so explicitly practises the forms introduced in all previous exercises
- completes the cycle of receptive to productive which started with ex: 14
-Sets up / introduces / gets learners thinking about the topic of the whole extract / activates schemata / encourages top-down processing (all exercises)
-personalises the topic of the extract (all exercises)/ Provides an opportunity for personalisation that helps students expand their ideas better in Speaking 1
Starts with an easy / fun task before they have to guess the meaning of unknown lexis in ex. 4, which is a more challenging task
-Balance of collaborative (Speaking 1) and individual work (exs. 4 and 5) over the extract / The sequence starts and ends with speaking (Speaking 1)
-Encourages students to generate ideas which they can then use in Speaking 1
-Encourages students to generate lexis which they can use in Speaking 1
-personalises the topic of the extract (all exercises)/ Provides an opportunity for personalisation that helps students expand their ideas better in Speaking 1
Starts with an easy / fun task before they have to guess the meaning of unknown lexis in ex. 4, which is a more challenging task
-Balance of collaborative (Speaking 1) and individual work (exs. 4 and 5) over the extract / The sequence starts and ends with speaking (Speaking 1)
-Encourages students to generate ideas which they can then use in Speaking 1
-Encourages students to generate lexis which they can use in Speaking 1
1. Maintains the theme / topic of the extract (all exercises)
2. Exposes learners to the lexis in Exercises 4 / 5 / Speaking 1
3. Provides the text for the sub-skills work in Exercise 4 and 5
4. Checks learners understand the text / Allows learners to practise skimming / reading for gist / general understanding before they read the text again / in depth / in Exercise 4
5. Provides a context for guessing the meaning of the lexis in Exercise 4 / Provides the content for the summary in Exercise 5
6. Provides ideas / imperative verb forms / for Speaking 1
7. Provides a variety of skills/reading skills work / Provides a focus on reading skills which leads into speaking work / Provides a balance between receptive and productive skills work in Speaking 1
2. Exposes learners to the lexis in Exercises 4 / 5 / Speaking 1
3. Provides the text for the sub-skills work in Exercise 4 and 5
4. Checks learners understand the text / Allows learners to practise skimming / reading for gist / general understanding before they read the text again / in depth / in Exercise 4
5. Provides a context for guessing the meaning of the lexis in Exercise 4 / Provides the content for the summary in Exercise 5
6. Provides ideas / imperative verb forms / for Speaking 1
7. Provides a variety of skills/reading skills work / Provides a focus on reading skills which leads into speaking work / Provides a balance between receptive and productive skills work in Speaking 1
0. focusses on the importance of politeness
1. provides oral/written freer/controlled practice of
2. provides a focus on
3. focuses learners on pron features of the TL
4 provides a context for guessing meaning
5. raises awareness
6. checks
7. tests
8. exposes
9. contextualizes
10. recycles
11. allows learners to
12. allows for learners' creativity
13. promotes accuracy of TL focussed on
14. provides learners opportunities to use lexis introduced in
15. inputs
16. Finishes the lesson off with an activity which recycles the lexis from Lead-in 1 and Grammar 1
17. allows learners to use their own ideas to generate the target language from the previous exercises
18. combines meaning / use, form and pronunciation (from all the previous exercises
19. consolidates what ss have learned in previous ex
20. Encourages students to generate lexis which they can use in Speaking 1
21. allows learners to practise skimming / reading for gist / general understanding before they read the text again / in depth
22.provides a focus on reading skills which leads into speaking work
23. Provides a balance between receptive and productive skills work in Speaking 1
24.raise awareness of the level of appropriacy/formality
25.increases the level of challenging by looking at different ways of saying the same thing
26. changes focus from written to spoken form
27. maintains topic for making suggestions but in a new situation
28.allows to work in groups
1. provides oral/written freer/controlled practice of
2. provides a focus on
3. focuses learners on pron features of the TL
4 provides a context for guessing meaning
5. raises awareness
6. checks
7. tests
8. exposes
9. contextualizes
10. recycles
11. allows learners to
12. allows for learners' creativity
13. promotes accuracy of TL focussed on
14. provides learners opportunities to use lexis introduced in
15. inputs
16. Finishes the lesson off with an activity which recycles the lexis from Lead-in 1 and Grammar 1
17. allows learners to use their own ideas to generate the target language from the previous exercises
18. combines meaning / use, form and pronunciation (from all the previous exercises
19. consolidates what ss have learned in previous ex
20. Encourages students to generate lexis which they can use in Speaking 1
21. allows learners to practise skimming / reading for gist / general understanding before they read the text again / in depth
22.provides a focus on reading skills which leads into speaking work
23. Provides a balance between receptive and productive skills work in Speaking 1
24.raise awareness of the level of appropriacy/formality
25.increases the level of challenging by looking at different ways of saying the same thing
26. changes focus from written to spoken form
27. maintains topic for making suggestions but in a new situation
28.allows to work in groups
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