Reflect
Select a target task and develop your own instructional sequence using ths six- step procedure as a model.

             

Step 1 Schema building	Look at a school schedule of two girls (Karen and Sally). Identify key words (days of the week and subjects). Teacher will ask if they know those subjects and if students like them.
Step 2 Controlled practice	The teacher will provide learners with a brief conversation between Karen and Sally. They talk about their schedule, their preferences and teachers. Firstly, they listen to it and after that they try to put the dialogue in order. In pairs, they practice the conversation.
Step 3 Authentic practice	Listen to different native speakers talking about their favourite school subject. Match the conversations with the correct description of subjects.
Step 4 Focus on linguistic elements	The teacher sticks on the board some words taken from the dialogue between the girls.  Students have to form sentences in the blackboard; they come to the front in turns. They also have to stick different faces which represent likes and dislikes (like, love, don’t like and hate) in each sentence.
Step 5 Freer practice	The teacher gives students photocopies with different drawings related to subjects. For example, a ball (sports) with a sad face (don’t like).  So, students have to write sentences. For example, I love Art, I like Maths, I don’t like Sports and I hate Science. Students will read their sentences aloud. If they finish quickly, they may create their own drawings and sentences with likes and dislikes.
Step 6 Pedagogical task	Students will write their own school schedule. They will talk about their own preferences (like, love, don’t like and hate) and will share their information.