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
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
The teacher shows the students pictures of people doing lots of boring duties like washing clothes, cleaning the house. Then she says: Am I talking about something I want to do or something I have to do?
contextualisation, concept checking, focus on meaning, using aids.
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.
The students read a short advertisement for a new car. The teacher has underlined all the superlatives in the text and asks students to look at the words and work out when -est form is used
contextualisation, guided discovery, focus on meaning, focus on form, text as input
The teacher shows pictures of what she did .She then asks the students to draw four pictures showing what they did last weekend. Next she asks them to talk about their pictures, helping them to use the correct form of the past tense.
contextualisation, using aids, noticing, focus on meaning
The teacher shows the development of a butterfly, as she shows them , she tells students what is happening to the butterfly and asks them to repeat after her
contextualisation, noticing, focus on meaning, focus on form, modelling
