The students read a short advertisement for a new car. The teacher has underlined all the superlatives in the text. She then asks the students to draw four pictures showing what they did last weekend. Next she asks them to talk about their
contextualisation, guided discovery, focus on meaning, focus on form, text as input,
Oops!
Check
Okay!
Check
15
The teacher shows the students pictures of people doing lots of boring duties, e.g. washing clothes, shopping, cleaning the house. After she has told the students which of the activities she must do tonight, she says: Am I talking about som
contextualisation, concept checking, focus on meaning, using aids.
Oops!
Check
Okay!
Check
boom
Lose 50 points!
Oops!
fairy
Take points!
5
10
15
20
25
rocket
Go to first place!
Okay!
thief
Give points!
5
10
15
20
25
15
The teacher shows the video of some children fighting and ask them to give reasons why they might be fighting. She encourages to say: It might/could be because…
contextualisation, focus on meaning, using aids, noticing, using aids.
Oops!
Check
Okay!
Check
15
Oops!
Check
Okay!
Check
seesaw
Swap points!
Oops!
star
Double points!
Okay!
gift
Win 20 points!
Okay!
lifesaver
Give 25 points!
Oops!
15
The students listen to a recording of a dialogue between a shop assistant and a customer. The teacher ask the students to tell her what language they heard.
contextualisation, focus on form, focus on meaning, text as input, eliciting.
Oops!
Check
Okay!
Check
15
.The students read a text, then the teacher asks them to find and underline all the examples it contains of the second conditional
contextualisation, noticing, focus on form, text as input
Oops!
Check
Okay!
Check
boom
Lose 50 points!
Oops!
gold
Win 50 points!
Okay!
rocket
Go to first place!
Okay!
thief
Give points!
5
10
15
20
25
15
The teacher shows the video of some children fighting and ask them to give reasons why they might be fighting. She encourages to say: It might/could be because…
contextualisation, focus on meaning, using aids, eliciting, text as input
