The teacher leads
Lead-in (Engage)
The teacher leads in to the subject by telling an (imaginary) anecdote about his or her terrible journey to school that day.
He asks the students about their journeys to school and other places. It’s possible here to do some vocabulary, maybe on
different kinds of transport - ‘by bus’, ‘a bus stop’, ‘by train’, ‘car’, ‘on foot’ and so on.
Elicitation (Activate)
The teacher shows picture A to the students and asks them to describe what they can see. This will establish the context.
Then the first picture is taken away and the second is shown. The students are asked to describe picture B in the same way.
The teacher then puts both pictures on the board and asks the students if they can think of a sentence to link the two
pictures. It may be possible for the teacher to elicit, ‘She’s been waiting for 25 minutes’. If not, the teacher provides it.
A B
To check the meaning, the teacher could ask the following concept questions:
Lead-in (Engage)
The teacher leads in to the subject by telling an (imaginary) anecdote about his or her terrible journey to school that day.
He asks the students about their journeys to school and other places. It’s possible here to do some vocabulary, maybe on
different kinds of transport - ‘by bus’, ‘a bus stop’, ‘by train’, ‘car’, ‘on foot’ and so on.
Elicitation (Activate)
The teacher shows picture A to the students and asks them to describe what they can see. This will establish the context.
Then the first picture is taken away and the second is shown. The students are asked to describe picture B in the same way.
The teacher then puts both pictures on the board and asks the students if they can think of a sentence to link the two
pictures. It may be possible for the teacher to elicit, ‘She’s been waiting for 25 minutes’. If not, the teacher provides it.
A B
To check the meaning, the teacher could ask the following concept questions:
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