Chapter 6 Planning lessons and courses Stage | Procedure Tasks Interaction | Aims Time (What the teacher | (What the students will do) will do) a Draw a picture on | Name items on T&Sts Learners will 6 mins the board of a picture. understand and landscape (forest, | Note and practise be able to use villages, river, hills, | items that are new. lexis necessary etc.) Pronounce lexis with for the story in Elicit vocabulary. | correct stress. Stage 3. 2 Use cutout paper | Tellandremember | T& Sts Learners will | 12 mins character (and story of the walk. learn and practise sticky tape to Practise saying pre- prepositional attach to board) to | positional phrases. phrases. elicit details of a story of a walk through the fand- scape, especially including pre- | positional phrases (over the bridge, around the lake, etc.). Get students | to repeat frequently. Concept-check new } items as they appear. 3 Ask students to Students narrate | Pairs Leamers will 8 mins recap by asking new route. become more students to confident and describe anew accurate at using route. How would the target you get from A to B?| language. 4 Write up ten prompt| Students read Small Learners will get | 12 mins questions (e.g. questions, discuss | groups practice using What's the name of | together and target language the hero? Where | negotiate together more creatively does the journey _ | to invent a new story. to invent a story. start? etc.). Ask students to draw their own landscape and invent a story according to the prompt questions. 1224 Formal lesson planning Ask students to swap groups and show their landscape, then (a) ask ‘yes/no’ questions to elicit story; (b) hear the story from new partner. Optional: re-swap partners so that people have to now tell a story that was not originally theirs. Students form new | Small Learners practise | 12 mins groups. Students —_| groups forming and ask y/n questions. asking questions. Students hypothesise Learners practise stories. narrating stories Students tell stories. using target items. Figure 6.7 Staged lesson plan Commentary a am + Here are two possible main aims: By the end of my lesson the students will be better able to .. 1 narrate a story about a walk through a landscape; 2. describe the movement of people using prepositional phrases more accurately. + The lesson might include some of the following language items: Landscape lexis: trees, zood, forest, stream, river, lake, pond, waterfall, lane, path, river bank, hill, mountain, vailey, beach, field, suburbs, garden, fence, wall, island, bridge, building, cottage, street, road, etc. Prepositional phrases: through the field, docen the lane, round the lake, along the river bank, by the river, around the building, over the wall, down the path, around the pond, over the bridge, up to the house, under a tree, etc. + A possible story She walked through the field, down the lane, round the lake and along the river bank. She sat down by the river for a drink from her thermos. ‘Then she looked around and sighed. She saw a high wall in front of her. She walked all around the wall looking for a way in, but she couldn’t find one. So she took a ladder out of her pocket*, leaned it against the wall and climbed. over. In the beautiful garden, she walked down the path, around the pond and towards the house. A man was sitting ata desk under a tree playing a game on a computer. She stood next to him, watching his game, for a long time. On the screen, she saw a gitl. ‘The girl walked through a field, down the lane, round the lake and along the river bank . 123