STAGE AND OBJECTIVE TIME INT Procedure

Note the objective of each stage

Setting context 4 min Pairs Have learners discuss
(Lead -in)
What do you usually see announced on
To engage Ss and activate notice boards? Slide 12
their previous knowledge of
topic area OCFB

Gist 6 mins Ind Ask learners to complete exercise 1

Compare answers in pairs
To provide an initial Pairs OCFB
familiarity with the text
Layout 4 min Pairs Ask learners to complete exercise 2 in pairs
To analyse and/or identify
elements that provide Whole Slide 13
cohesion in the text Class
OCFB Slide 14
Formulaic Language 5 min Pairs Ask learners to complete in pairs exercise 3
To analyse or identify in pairs.
language conventions in the Whole
text. class OCFB (clarify if necessary)
Elicit more abbreviations relevant to
notices, e.g. mornings, other days of the
week

Ask learners to complete exercise 4 in

pairs.

OCFB (Clarify if necessary)

Parallel Writing 12 min Ind. Learners complete exercise 5 individually
To practice the layout and
language conventions Pairs Check in pairs.
previously seen in writing
some writing exercises OCFB

Freer writing 15 min Ind. Learners complete exercise 6 individually

To produce a similar text to prepare ideas
based on the sample for Pairs
fluency purposes (Use post its if available)
Whole
Class Learners write their notice on a post it and
paste it around the room. (They also need to
draw a picture).
 (if time allows it, have learners write two
notices, one for a product for sale and
another one for a service offered)

Feedback 10 Whole Learners read one another’s notices and

To provide feedback on class decide which product or service they would
content and language like to buy.

T collects samples for delayed error

correction.
1. Read notices A-F and sentences 1-5. Which notice(s) would each person be
interested in?
1. TOM: I ought to do more exercise.
2. EVA: I have to get a part-time job.
3. MARK: I found something in a meeting room recently.
4. SALLY: I lost something recently.
5. VICTORIA: I’d like to move out of my parent’s house.

2. Look at notice E and label its parts using a-e

a) Brief description of
product / item /
service
b) Contact information
c) Extra information
(price / day & time /
location
d) Picture
e) Big font / bolded title
3. Notices use abbreviations. Analyse the notices from exercise 1 and decide what
the abbreviations in bold stand for.

a) per hour e) per week

b) non-smokers f) evenings
c) very good condition g) Tuesday
d) or nearest offer h) telephone number

4. Notices also take some words out from sentences. Analyse the following
sentences and compare them with the ones in notice A. What words do we
normally take out from notices?

a) I’m selling a man’s bike

b) It’s six months old.
c) It costs / Its price is £ 150.00.

5. Read the information in A and B and write notices for each of them.

A) Alex is offering a cookery course. There are three-hour classes every week – on
Saturday mornings. You can call him after 7 o’clock in the evening on 07900 900684.
B) Tom is selling his television. It’s nearly new – he won it in a competition two months ago.
He wants about £250 for it. They buyer will have to pick it up. He lives in Carston
Avenue. His phone number is 07900 901174.

A) B)

6. Think of something you would like to sell. Answer these questions and make
notes.

a) What is it?
b) What condition is it in?
c) How much are you asking for it? How much are you willing to accept for it?
d) How and when can a buyer contact you?

7. Write your notice.

Use your notes from exercise 6.
Organise your notice like exercise 2.
Use abbreviations and take words out like exercise 3 and 4.

Taken and adapted from Tims, N., Redston, C. & Cunningham G. (2012) face2face 2ed. UK: CUP