a.

Lead-in: introduction to the topic with the class (examples of lead-

in: discussion on the topic, quiz, talk to your partner about)

b. Highlighting useful words and phrases, pre-teaching of new

vocabulary

a. Task: Assign gist task for text (give instruction, check understanding
of instruction). Sts so the task in pairs or small groups, teacher
monitors.

b. Planning: Sts prepare to report to the whole class orally or in

writing: checking in pairs or groups, give each other reasons why they
have chosen that answer.

c. Report: Class feedback: some groups present their reports/answers

to the class, or exchange written reports and compare results.
The same task cycle is repeated for intensive tasks (sts do task, check in
pairs, do class feedback).

Now a task is assigned which leads to the

grammar/vocabulary/function topic which you want to approach in the
lesson. Example:

a. Task: Now underline all the verbs that refer to the past, like
went, liked. Sts do the task.
b. Planning: sts check in pairs if they have underlined the same verbs,
talk about their choices.
c. Report: some sts are asked to read their answers, which the teacher
starts writing on the board; or: teacher has an OHP to project the text
with the underlined verbs.
a. Analysis: Sts examine and discuss specific features of the target
language. This is the stage of clarification / presentation, where the
teacher elicits meaning, form, presents the target language.
b. Practice: sts work with the language in restricted / freer / free
practice, production.
 Lead-in
Pre-teaching of new
vocabulary

Gist task is assigned

Intensive task is assigned

Intensive task focusing on

target language

Clarification / Presentation
of TL

Practice
Production