Stages and Stage Aims Mins Interaction Procedure Trainer Observations and

Recommendations

Tell them they are going to be

T-S doing a matching exercise.

Draw a ball and a house match

Language focus to extract lexis T-S it with words “ball” and
from the text and check if SS “house”. Ask them why
understand/ can work out the 15 mins S-S matched with the ones they did
meaning. (pictures of the words).

Explain to the students they are

T-S going to do the same but with
words in the passage.

Then, ask them to match the

S-S words and pictures in pairs and
then compare with another pair
or change a student from each
pair. Monitor them, don’t get
too involved if not necessary.

Fb- elicit the answers, checking

T-S meaning
T also elicits antonyms if
possible (use antonyms like
black and white, tall and short).
T also elicits word forms (parts
of speech), if possible.
 T models and drills
pronunciation

Meaning:
Pronunciation, forms and 15 mins T-S Too expensive (cheap) (adj.):
antonyms show pen and mobile phone to
ask which is more expensive and
why?
Outdoors (indoors) (adverb):
ask if we are outdoors, and
people outside are outdoors
Busy (free) (adjective): no work,
little work or many work
History(present) (noun): look at
the picture, old king so in the
past
Ambition (noun) : I want to be a
good teacher in the future; My
ambition is to be a good
teacher.
Ask the students what they
want to be as well.

T demos the task.

Controlled practice 15 mins S-S SS complete the gap fill exercise
in pairs. Ask them questions
like, “are you using your words?
What words are you using? Get
T-S them to list it out as well.” T
monitors.
Check the answers and provide
additional help with words you
are not familiar with.

Alternatives (in case the

activities are completed earlier
than expected):
Ask them about making
sentences for the words.