Stage

Lead in

Reading
task (gist)

Aim

Procedure

to introduce the
theme of the lesson to
Ss

to activate Ss
schemata

to provide context for

the TL
to introduce the TL in
context

to help ss understand
the text to help them
proceed with the TL
analysis later

Show students famous Egyptian shopping websites

www.jumia.com / www.souq.com / www.dubizzle.com
Ss discuss in groups what people use these websites for, if
they have ever used them and if so, what did they buy.
Quick open class feedback.
Show a picture of the review section on the board and ask
them whats it for.

Pre-teach: unreliable
Tell Ss that they are going to read 4 different reviews from
different customers on 4 products. Show ss products on
the board to check theyre familiar with certain items.
(cart, dishwasher)
SS have to decide which reviews were good and which
were bad.
Point out that this is a gist task so students shouldnt read
every single word.

Time /
Interaction
Pattern
5 min
(4.50)
Ss-Ss
Ss-T
T-Ss

5 min (4.55)
T-Ss

Ss

ICQs:
Are you working alone? (Yes)
Are you going to read every single word? (No)
Are you going to write anything? (Yes, good or bad)

Reading
task

to help ss further
understand the text

Ss check in pairs
Open class feedback.

S-S
Ss-T

Give students a worksheet with detailed questions.

6 min (5.01)
S-S

(detailed)

before processing it
for language

Analysis
stage
(Guided
discovery)

to help ss analyse the

meaning and form of
the TL
to help students
notice and understand
the TL using and
inductive approach.

Check
meaning

to check ss
understanding of the
TL after theyve
worked out the rules
in previous stage

Ss answer them in pairs

Ss check in groups.
Show answers on the IWB.
Give out the worksheet with the grammar analysis.
Ask Ss to look at the examples and answer the questions.
Ss work in pairs when answering the worksheet.
Tell Ss they should refer to the reviews to help them
answer the worksheet.

ICQs:
Are you working alone? (No, in pairs)
Where can you find the answers? (In the reviews)
Show the two examples from the worksheet on the board.
e.g. Ive had this T.V. for a few months now.
CCQs:
When did the action start? (In the past)
Is the action finished now? (No) / Does she still have
the T.V? (Yes)
e.g. We paid over $250
CCQs:
When did the action start? (In the past)
Is the action finished now? (Yes) / Are they still paying
now? (No)

Show timelines for each example to clarify meaning.

Ask Ss to look at other examples they found in the review.
Concept check the examples to further check meaning.

For and since:

Ss-Ss

12 min
(5.13)
S-S

10 min
(5.23)
T-Ss

Check form
and
pronunciati
on

Controlled
written
practice

to check meaning and

form of TL

to help ss apply the

rules of TL and
practise using it.

Show the two examples in the worksheet on the board.

Check meaning using timelines.

Show the gap-fill rules on the board.

Elicit the answers from Ss. Write the contracted forms as
well and tell ss they can be used in writing and speaking.
Show ss an affirmative and a negative sentence.
Show the strong and weak forms of the auxiliary verb.
Drill the examples using choral and individual drilling.
Give ss worksheet with gapped sentences.
Ss fill the gaps using the present perfect simple or the
past simple.
Give ss a list of verbs with past simple and past participle
forms to refer to when doing the task.
Ss check their answers from the board.

5 min
(5.28)
Ss-T

Tell ss they are going to write a review about their car/flat

that they are selling.

8 min
(5.43)

Elicit useful language from ss (Ss scan the reviews theyve

got)
Put language on the IWB and show them other phrases
that they can use.
Give them the worksheet with bullet points to guide them
through the task. (I have intentionally not used proper
sentences to avoid using the target language)
e.g. The type of car- flat / Time of purchase / the period of
ownership / Quality of the product / Personal opinion /
Recommendation.
Ss start writing. Monitor and point out useful language on
the IWB to aid Ss during writing.

Freer
written
practice

to check ss are able to

use the TL accurately
before moving to the
freer stage.
to give ss freer written
practice using the TL

T-Ss
7 min
(5.35)

Ss-T

Ss

Flexi-stage
(Error
correction)

to correct ss errors in
previous stages

Feedback: in groups, ss swap each others reviews, read it,

and tell the class whether they would buy their car/flat or
not and why.

Ss_T

Put down some errors students have made during the

controlled or freer practice.
Ss work in pairs and correct mistakes.
Whole class feedback

2 min
(5.45)
Ss-Ss
Ss-T