1. Presentation of a situation or context through a brief dialogue or several mini-dialogues.
This includes a discussion of the function and situation: People, roles, setting, topic and the
level of formality or informality the function and situation demand.
2. Brainstorming or discussion to establish the vocabulary and expressions to be used to
accomplish the communicative intent.
3. Questions and answers based on the dialogue topic and situation: Inverted, whquestions,
yes/no, either/or and open-ended questions.
4. Study of the basic communicative expressions in the dialogue or one of the structures
that examplifies the function, using pictures, real objects, or dramatization to clarify the
meaning.
5. Learner discovery of generalizations or rules underlying the functional expression or
structure, with model examples on the chalkboard, underlining the important features,
using arrows or referents where possible.
6. Oral recognition and interpretative activities including oral production proceeding from
guided to freer communication activities.
7. Reading and/or copying of the dialogues with variations for reading/writing practice.
8. Oral evaluation of learning with guided use of language and questions/answers, e.g. How
would you ask your friend to ________________? And how would you ask me to
_______________?
9. Homework and extension activities such as learners’ creation of new dialogues around
the same situation.
10. To complete the lesson cycle, provide opportunities to apply the language learned the
day before in novel situations for the same or a related purpose.
