Professional Documents
Culture Documents
Activity/Procedure/Stage
Interaction
Time
T-SS
3min
T-SS, SS-T
3min
SS volunteer to answer.
T gives feedback and clarification or
elaboration with examples.
T continues to the next type: the
superlative and repeat the process. SS
listen and take notes.
T-SS, SS-T
T-SS
10min
SS-SS, SS-T
T-SS
5min
SS do as instructed.
T walks around and provides help or
suggestions to SS if needed.
When time is over, T asks SS to turn
and talk with their partners to discuss
their answers. (5 mins)
T then asks SS to do the second part of
the exercise. SS write down two
questions theyd like to know about
their partners to do a brief interview.
T-SS
5min
T-SS
T-SS
SS do as instructed.
SS-SS
T walks around the room with an Error
Correction Chart to take notes of
errors spotted in SSs speaking.
7min
T-SS
SS-T, T-SS
6min
T-SS
2min
T-SS
3min
SS-SS
5min
T-SS
3min
T-SS
SS do as instructed.
Now as a class, we will try to guess
T-SS, SS-T
the products of each pair. Id like you
to read aloud your new sentence to the
class and they will guess what products
you are talking about. Whod like to
begin?
SS volunteer to do the activity.
T supports the SS and gives feedback
6min
1min
3min
T-SS, SS-T
2min
T-SS, SS-SS,
SS-T
5min
T-SS, SS-SS
3min
5min
1min
6min
5min
T-SS
1min
Transition to Wrap-up:
Lets review what we
learned today and the
homework.
T-SS, SS-T
3min
SS volunteer to participate.
T gives feedback and provides further
details.
Then, T opens the slide and talks about
the three components in writing and
the difference of rank order to
chronological order.
T says, I hope you can still remember T-SS
your previous writing. For this unit, we
will write using a rank order. So you
either start from the most important to
the least important or vice versa. When
I say important I mean the features of
the products you want to describe.
5min
T-SS, SS-SS,
SS-T
10min
5min
15min
T-SS
2min
SS do as instructed.
T then asks SS to share their story to
convince their friends and asks them to
review the writing of the group
members and give peer feedback.
Now, Id like you to read each other
story and suggest any ideas including
corrections to your friends. Put a line
under the sentences that you think
might not be correct. I will walk
around the room in case you have
questions.
T-SS, SS-SS
- SS do as instructed.
-T puts some students comments under T-SS, SS-T
the doc cam for the whole class to give
comments.
Tangible Outcome & T. feedback/peer
feedback:
- List of components in writing
- The use of rank order compared to
chronological order
- List of features of the products used
in writing
- comments to improve writing from the
peers
Feedback:
T - informal reinforcement, suggestions
on helping SS form correct sentences
P - discussions/ comments on writing
(feedback), suggestions during the
sharing of writing (including further
Qs)
Wrap-up
10min
10min