- Build Context: > Create or discuss some thing that sets up the rest of the lesson. In this case, you ask the students to discuss the most frightening thing that's ever happened. This gets the students engaged and thinking about the topic, which sets up the initial scaffolding of the lesson. - Model sentences: > Create and model (display/show) correct sentences, free of errors. This lets the students know the type of constructions they can or should use as well as well-formed, grammatical sentences that are pertinent to the discussion of the lesson. Here, you'd want to be able to use the past forms properly and use the correct time words, and get them to follow those patterns as well. - Highlight meaning: > This means different things to different people, but here it's building more scaffolding and providing more in-depth context of wheres and whens. This can help students realize that they may want to use time words or talk about when something happened, seeing as we're talking about **__past__** life experiences. - Highlight spoken form: > Here, you'll want to demonstrate how to properly pronounce words and sentences. You might want to focus on specific aspects of speech like elision, stress, or intonation. For example, we might put extra stress on "***really***" when saying "I was REALLY scared!" or you might make note of how we shorten "frightening" to /fatni/ instead of /fatni/. Be aware of words that may shorten, or stress placement. - Check understanding: > Make sure your students actually understand the task and the context. The example in the excerpt is a great example. - Highlight written form: > Simply write out the correct written form. Make note of things that may be important like using the past-simple for an interruption and the past-continuous or past-perfect for the action that was being performed at that moment. Give clear examples of why we use [x] form in [y] circumstance, or [x] time word over another. - Summarize rule: > This can be included in the above section, but essentially you're helping students learn why you should do [x] and what makes other grammatical constructions ungrammatical. You could make this more engaging and communicative though by asking questions like, "When something in progress is happening, can we use the continuous form?" - Restricted (or guided) practice: > Here, you give the students some material to work on to facilitate their understanding with your help. You've ideally already explained and demonstrated how to use what, so now its their turn to do it using material you've provided. - Report back: > Self-explanatory. - Freer practice: > Now it's the students' turn to jump right in and try to make sentences or constructions themselves. You have some example nouns, so you could create some extra scaffolding by saying something like, "Take a look at these pictures and try to imagine a scenario where something frightening happened to someone. Think about what happened before, during, and after.
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