Procedure (How-to)

Modelling of the Text (MoT)

1. Analyzing the Text Structure

The teacher plays the audio, then asks students to identify the components of the text.

Teacher: "Let’s look at how this speech is organized. Listen carefully. What is the speaker’s main goal?"

Student: ............... "

Teacher: "Correct. That is the Goal. Now, what did the speaker list before the instructions? The things we need to buy?"

Student: ..............."

Teacher: "Right. And we call the tools—like the blender—the Equipment."

2. The "Action Verb Hunt"

Teacher: "In a procedure, we use 'Bossy Verbs.' I will read the 'Steps' section again. Raise your hand every time you hear a 'command' or an action!"

(Teacher reads: "Start by ............. the avocado...") -> Students raise hands.
(Teacher reads: "................ the seed...") -> Students raise hands.
(Teacher reads: "................ the flesh...") -> Students raise hands.

3. The Connector Challenge

Task: Fill in the blanks while listening to the audio:

"__________, you need to prepare the ingredients." (Answer: First)
"__________, follow these steps." (Answer: Next)
"__________ that, add the ice cubes." (Answer: After)
"__________, pour the smoothie into your glass." (Answer: Finally)

4. Analyzing Accuracy (Adverbs & Details)

The teacher explains that good instructions must be specific.

Teacher: "Does the speaker just say 'blend it'? No. How long should we blend it?"

Student: .............

Teacher: "And at what speed?"

Student: .............

Teacher: "And how do we close the lid?"

Student: .............

Teacher: "Exactly. These adverbs help the listener do the job correctly."

1. Structural Deconstruction (The Logic of the Text)

The teacher helps students see how this text is organized into two distinct yet related sections.

Teacher: "This text is more complex than the smoothie recipe. How many main parts does this training have?"

Student: ..................

Teacher: "Correct. At the beginning, the speaker gives an Overview. Then, they divide it into Part 1 and Part 2. Why do you think they do that?"

Student: ..................

2. Hunting for Technical Verbs

In advanced procedures, verbs are highly specific. It isn't just about "hitting"; it’s about "how" you hit.

Teacher: "Listen to Part 1 again. Focus on the wrist. What specific word is used for the wrist movement?"

Student: ..................

Teacher: "Good! 'Snap' implies a quick, sharp movement. What about the feet in Part 2?"

Student: ..................

Teacher: "Exactly. In advanced procedures, we use technical verbs to be precise."

3. Analyzing "Purpose Clauses" (The 'Why')

The teacher guides students to find the reasons behind each specific instruction.

Teacher: "Why should we point the non-racket hand at the shuttlecock?"

Student: ..................

Teacher: "And why shouldn't the knee pass the toes during a lunge?"

Student: ..................

Teacher: "Exactly. Instructions are much more effective when they explain the purpose."

4. Interactive Activity: "The Court Map"

Students listen to the text again while marking a badminton court diagram.

Task:

Mark the "Base Position" with an X.
Draw arrows (->) to the "Four Corners" based on the footwork instructions.
Write the key verb for each corner (e.g., Front corner = Chassé and Lunge).

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