Procedure Sheet

Timing and Stage Name & Aims Procedure Tutor´s Comments

Interaction
Lead-in
5 To engage the
S students in the
T-S context of the lesson.
5 Model Task
S To provide a model of
S-S the task students will
T-S do later in the lesson
• Greet students and ensure they can hear me This was an engaging lead in. You were able to help students and elicit
and see me. the topic you were looking for with the clever use of an extra visual to
• Get students attention guide students.
• Ask students to look at the picture and describe
what they see.
• Elicit answer to ICQ “what are you going to write
in the chat box?”
• Share screen 1st slide- and ask students elicit
answers to CCQs. “why do you think she is
worried/stress?” what do you think she has to
do to earn more money?” where does she have
to send her CV?”
• Ask Ss to post answers in the chat box – monitor
Ss and encourage/praise
• Get students attention This acted as a model structure and analysing for structure. Students
• Ask SS to read Elizabeth’s application email and were able to complete the task successfully and your feedback
to put the paragraphs in the correct order especially was effective in helping students who had doubts.
individually.
• Elicit Ss to answer ICQ “What are you going to
do with Elizabeth’s email?”
• Share screen 2nd slide and model the activity
• Share Google doc link in the chat box
• Give Ss few minutes
• Put Ss in breakout rooms S-W to compare their
answers.
• Sweep groups to ensure all Ss are in a breakout
room and working.
• Monitor
• End breakout rooms
• Share screen 3rd slide
• Elicit answers

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Procedure Sheet
7 Introducing Language
S for the Task to provide
S-S necessary language to
T-S complete the task. To
provide a focus on
writing for accuracy.
3 Preparing to write
T-S To generate ideas in
S order to promote
writing production.
• Get Ss attention
• Ask Ss to look at the phrases and complete them You clarified the language effectively and you checked their learning.
with the words in the box individually. You used a combination of student and teacher led activities during
• elicit Ss answers to the ICQ “What do you have this stage.
to do with the phrases?”
• Share screen 4th slide
• Share link for the Google doc in the chat box
• Give Ss few minutes
• Put Ss in breakout rooms S-W to compare their
answers.
• Sweep groups to ensure all Ss are in a breakout
room and working.
• Monitor
• End breakout rooms
• Share screen 5th slide
• Elicit answers
• Get Ss attention
• Share screen 6th slide
• Highlight the form of three functional phrases.
• Elicit CCQs “can we change something in these
phrase?”
• Get Ss attention This really helped to set up a successful writing task. Students were
• Ask Ss to look at the advertisements and make clear on what they were going to write and how to frame it when the
notes for an application email individually. activity was completed.
• elicit Ss answers to the ICQ “What do you have
to do?” “Do you have to do it in pairs or alone?”
• Share screen 6th slide
• Show Ss a model of the ideas I want them to
produce.
• Monitor
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Procedure Sheet
10 Writing • Get Ss attention Students produced lengthy accurate e-mails. This stage showed that
T-S To practice writing for • Ask Ss to write an application email using their students could use your target language and copy the model that was
S accuracy. notes individually. provided. Theses show that the lesson worked. For peer checking you
S-S • elicit Ss answers to the ICQ “What do you have can design a check list for them to use to make the task clearer and
to do?” easier to complete.
• Share screen 7th slide
• Share link for padlet in the chat box
• Monitor
• Give Ss few minutes
• Stop screen sharing
• Get Ss attention
• Ask Ss to read their partner’s email and correct
mistakes in the breakout rooms.
• elicit Ss answers to the ICQ “What do you have
to do?” “Do you have to do it in pairs or alone?”
• Share screen 8th slide
• Put Ss in breakout rooms S-W to compare their
answers.
• Sweep groups to ensure all Ss are in a breakout
room and working.
• Monitor
• End breakout rooms
3 Content feedback • Get Ss attention If you want students to tell you what is the best e-mail ask them to
T-S To indicate the end of • Share whiteboard check for this when reading the e-mails.
the task. To highlight • Highlight Ss correct sentences
students’ • Give Ss content feedback
communicative
achievement.

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Procedure Sheet
7 Emerging Language • Get Ss attention You managed to do a little emerging language good!
S-S feedback • Share word document with sentences to discuss
T-S To upgrade students’ error in pairs
language accuracy. To • Send the sentences in the chat box
provide language • Ask Ss to discuss errors and some good
relevant to the examples of good language as well
students’ needs • Put Ss in breakout rooms
• Sweep groups to ensure all Ss are in a breakout
room and working with another S
• Monitor
• End breakout rooms
• Elicit corrections
NB: if there is not enough time Ss will get the sentences
with the error in the main room to correct them.

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