Meet The Parents Lesson Procedure

Stage Time Focus Procedure Aim

Reading 0-5 O/C (Slide 1): Film poster of ‘Meet The Parents’. Topicalise lesson and
Ask: Have you seen it? activate schemata about
What’s it about? the first meeting of your
Why can this be a difficult situation? partner’s parents.

Individ. Ss read the article and decide on best ‘tip’. Reason to read and
gather ideas.
O/C Ss compare and debate which ‘tip’ is the Allow them to share
best. Facilitate and direct conversation. ideas and debate the
Answer any questions about other lexis. items.

Vocabulary 5-20 Pairs Highlight the first tip’s take expression and Allows ss to notice the
Focus 1 get them to underline the other 9. Encourage multiple expressions in
noticing of whole lexical chunk. the text.
Monitor and mediate.

Individ. Project article (Slide 2) with underlined Notice all particles of

expressions. Ss check and notice full form of the expressions.
the expressions.

Pairs Ss discuss the meaning of each identified They work out meaning
item. Model first in o/c. from context.

Individ. (Slide 3); Ss match the ‘take’ expressions to Notice their ‘meaning
their meaning. Do first one in o/c and then gap’ and leads them to
encourage autonomy. understanding the true
meaning.
O/C Write up answers and check. Notice the ones Allow ss to check their
they have difficulties with and clarify any understanding and
misunderstandings. question any
uncertainties.

Vocabulary 20-30 Pairs Focus ss on the form of the first ‘take’ Get them to identify and
Focus 2 expression and discuss form together, eg. notice the different
take+prep+noun. They then highlight and forms of the
discuss the forms of the others: NB Poss. Adjs expressions.

O/C (Slide 4): Project form table, focusing on Allows them to notice
‘singular nouns’ and other patterns. that some of the
Elicit the meta-language from ss. Talk about expressions are fixed
plurals and ask queries. that some particles
cannot be changed.

Pairs Notice which phoneme areas they struggle Highlight the connected
with and highlight weak forms. speech and word stress.

Pairs Ss mumble practice the phrases. Notice any Lets ss practice the
problem areas and then top-up in o/c. expressions and notice
problem areas.
 Model: Give definition of one expression in Reinforce form and
o/c and elicit the take expression: ‘Which recycle/practise
take expression means “to participate”?’ meaning.

One student has the definition table and the Testing encourages more
other folds theirs in half. The one with open clarity and cognitive
paper, gives the definition, the other gives depth.
the take expression. Monitor pronunciation.

Vocabulary 30-40 Individ. SS complete 10 sentences with the noun Draw attention to the
Practice extracted. lexical value and
evaluate the form.
(Slide 5) Project up the full sentences and ss Clarify answers.
check. Discuss any uncertainties or queries.

Personal- 40-55 3s In small groups students discuss and share Ss gain cognitive depth
ised their own ideas and experiences about ‘How through personalised
Practice to Survive Meeting Your Partner’s Parents for answers and practice.
The First Time and ss decide on best tips.

Monitor and ensure ss are using the target Allows T to check ss are
language appropriately. Feed in and shape using the items correctly
any extra language. and reinforce confidence
in the ss.

O/C Ss decide on best tip(s) and then feedback in Further cognitive depth
open class. T reformulates language and ss by learning others’ use
debate their ideas. of the expressions.

Feedback to whole group and discuss best Shared learning

tips and personalised ideas that have come opportunities expands
up. knowledge.

Top-up on learning and answer any queries.