Writing Lesson on Holidays/Tourism
To provide product writing practice of a typical page in a tourist guidebook in the context of travel and tourism.
To provide detailed reading practice using a text about tourist information in the context of travel and tourism.
To provide clarification of phrases of typical tourist information in the context of travel and tourism.
Procedure (53-37 minutes)
Show Ss a picture of a tourist guidebook for London. 1. "What is this?" 2. "Why would you want to read a guidebook?" 3. "What information do you find in a tourist guidebook?" Take answers and write them on the board. 4. "When you go to a new place, what is the first thing you want to know?" Take answers and write them on the board. If necessary demonstrate with your own example, "When I visit a new place I always want to know where the parks are because I like walking and I like trees."
Give the Ss the handout and tell them to read the text and to answer question 1b. Once most have finished, ask the Ss to check with their partner for correct answers. Give them the 2nd handout and get Ss to complete Q2a&b. Get the Ss to work in pairs. While the Ss are completing Q2, write up the phrases on the WB ready for the Clarification stage (using different coloured pens).
Clarify the MFP of the phrases from Q2. Clarify M of 'There is/are' by eliciting the phrase in relation to things in the classroom (there is a whiteboard, there are some pens). Clarify M of 'you can' by modelling some sentences (You can use the whiteboard, you can draw on the whiteboard with these pens). Elicit some example sentences by asking 'What can you do with this chair? What can I do with a mobile phone?' Clarify M of 'open from' by first asking Ss if anyone knows what it means. Support an answer by saying ITI is open from 8:00-22:00 (i think). Ask what time is the British Museum open from? 10:00-17:30. Ask CCQs: When is it closed? Can you go to the museum when its closed? Clarify M of '...is the best...in....' by asking some CCQs: What does best mean? Is it something good or bad? Is it something that is a little bit good? The British Museum is the best museum in London. Ask: Which is the best area/neighbourhood in Istanbul? [get answers] How would you say it? [Elicit correct sentence]. Clarify M of 'very popular' by asking if anyone knows what it means. CCQs: If something is popular does that mean its good? Is Britney Spears popular? Does that mean her music is good? Can something be bad but still be popular? Can anyone think of any examples? (Political views, McDonalds/food). Something is popular is a lot of people like/support it. Clarify P of popular by making Ss aware of schwa at the end of the word. Sound the schwa and drill with students; Uh, Luh, Yuh-Luh, Pop-Yuh-Luh.
Get Ss to complete Q3 on the HO in pairs.
Draw a picture of your sister on the WB, this will be the centre of a brainstorm (make sure there is a wide margin on the right of the WB for follow-up info). Tell story about how she has a negative perception of Turkey and how I'm trying to change her opinion by telling her how great Turkey is. 1. Ask Ss what their favourite place in Turkey is, if its Istanbul ask which area. Write their contributions around the board in one colour. 2. Ask Ss why they like that particular place. Write their contributions around their place in a different colour. If the Ss say adjectives to describe a place make sure to write (adj.) in a different colour next to each one so the more able Ss can later include them in their freer activity task.
Ask Ss for things to do/places to visit in their chosen place; write a couple of contributions on the WB and then ask the Ss to think/write of three on their own. They can work in pairs to help stimulate ideas. When they have three places/things, list them on the the side of the WB so all students have a reference of typical tourist attractions in cities/places.
[TRY TO START THIS STAGE WITH 15 MINS LEFT IN LESSON] Give Ss different coloured paper to write on, the colours will later indicate which partner you should share your draft with. Ask the Ss to write a paragraph on their favourite place using the vocab/phrases that we learned during the lesson. Give them a handout that has prompts so they don't find the task too challenging. Remind the Ss who the target audience: my sister who is unsure whether she should come to Turkey. To the Ss: "Should your writing say good things or bad things? Don't write 'Cappadocia is okay *shrugs*, its a bit expensive.' Say 'Cappadocia is the most beautiful place in Turkey. You can ride in a hot-air balloon and see everything.'" Monitor the Ss closely and give help where necessary; tell them to use the prompts or the texts from the reading as an example of what I want them to produce. When everyone has written a paragraph, get the Ss to stand-up and find their partner [the person with the same colour paper].
Ss in their new pairs read each other's writing. They look for, and ask, use of the TL. Have they used the phrases from Q2 on the HO? Have they said something good about their chosen place? How many places do they recommend visiting or things people should do?
The Ss should rewrite their paragraphs where necessary to produce a final product. Those Ss that are confident they have finished ask them to write their writing up on the board. If no time, quickly read it out and ask the Ss if they want to go there if they haven't been. Error correct where necessary. Tell Ss I'll tell my sister about everything they have written to wrap up.