Gökçe Guinaudeau Gökçe Guinaudeau

Teaching Practice 8
Upper Intermediate level

Description

In this lesson, students learn about writing an instructional text based on a model ( a reading text ) from a website ( http://www.wikihow.com/Plan-a-Perfect-Day-for-a-Child ). The lesson starts with a discussion about happy childhood memories. This is followed by a model of the task and then students doing the task. Later, there is a planning stage where students get prepared to report to the whole class, and then share their writings. Finally there is a language focus in which students examine the model task and practice the new language.

Materials

Main Aims

  • To provide product writing practice of a instructional text in the context of childhood

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of childhood

Procedure

Lead-in (5-6 minutes) • To set lesson context and engage students

Students watch a video clip of a street interview and see the examples of some ideas in the context of being happy as a child. Students share ideas in small groups to list five things that made them happy when they were children. They order the ideas from the most unusual to the least unusual. One student from each group reads their ideas as an open class activity.

Exposure (6-7 minutes) • To provide a model of the task

In order to introduce the specific topic ' create a perfect day for a child ' and the task, students read a short article including eight steps to plan a perfect day for a child. This stage is a chance for students to recall things they know. We will also use this model in the language focus to examine and practice of new words, phrases and patterns.

Task (10-11 minutes) • To provide an opportunity to practice target productive skills

Students do the task in pairs and write about a perfect day they would create for themselves as children. Monitor, encourage all attempts of communication, but do not correct them. At this stage students are free to experiments, and mistakes do not matter.

Planning (5-6 minutes) • To provide an opportunity to plan students' reports

Students prepare to report to other students what they have written and why they have written about those particular ideas by giving personal reasons . One student ( preferably the students who didn't talk in the lead-in ) from each pair is chosen to report orally in front of the class.

Report (9-10 minutes) • To allow students to report on how they did the task and how it went

After the chosen students from each pair report to the whole class about the ideas and personal reasons they talked about in the planning stage. Students hang their pieces of writings around the classroom and sit down. When every pair is finished with reporting and hanging their writings on the walls, give sufficient time to students to walk around the classroom and read about each others' pieces of writings. Students choose the best day as an open class activity.

Language Focus (10-11 minutes) • To clarify the meaning, form and pronunciation of the task language and to provide students with practice of the task language

Students go back over the text, examine and then discuss specific features of the text, compare it with their own. Conduct practice of new words, phrases and patterns in the text during the analysis section. Students notice and reflect on the language features and recycle the task language. Practice pronouncing useful phrases and words.

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