New lesson plan: Teaching Practice 7

Anil Eryilmaz

Teaching Practice 7 - Intermediate level

Teaching Practice 7
Intermediate level

Description

In this lesson, students will write a summary of what they learned about their partner in the context of abilities.

Materials

HO 1

HO 2

HO 1

HO 2

Main Aims

To provide process writing practice of a summary about what the students learned about their friends in the context of abilities and to teach them how to take notes on the pre-writing stage.

Subsidiary Aims

To get students to read a text about abilities to understand the concept of writing a summary and to get to them speak about their own abilities.

Procedure (35-47 minutes)

Stage 1: Warmer/Lead-in (3-5 minutes) • To set lesson context and get the students to think about the topic

T will remind the students of the text from the previous lesson and ask them some questions about it. What is the text about? Do you personally know anybody like that? Would you like to have those kinds of abilities? Students will discuss for a two minutes.

Stage 2: Exposure and Useful Language Part 1 (6-8 minutes) • To provide a model of production expected in coming tasks through reading a summary and to highlight and clarify useful language for coming productive tasks

T will hand out the summary of the text that they have read in Cansu's lesson. The students will read the text and answer questions 1-3 on the hand out in pairs. T will ask them to read the questions first before reading the text so that they can save time. After this activity, the students will have learned what a summary looks like. T will elicit the answers from the students.

Stage 3: Exposure and Useful Language Part 2 (6-8 minutes) • To provide a model of production expected in coming tasks through reading the notes for a summary and to highlight and clarify useful language for coming productive tasks

In this part, T will quickly pre-teach some vocabulary and useful language for note taking. Then, T will hand out the notes for the summary that the sts read in the previous part. Students will first read the questions, then answer the questions in pairs according to the notes. After this activity, the students will have learned to make notes for a summary. T will elicit answers from the students and makes sure they understand the signs and abbreviations with the help of CCQs.

Stage 4: Productive Tasks (15-18 minutes) • To provide an opportunity to practice writing skills by first making notes for a summary and then writing a summary

T will pair the students according to their strength for this activity. In pairs, they'll first ask each other questions about their abilities, using the exercise 11A. During this process, they will take notes, using the note taking techniques they learned on the previous stage. T will closely monitor this stage. Afterwards, they are going to use their notes to write a summary about their partner's abilities. T will monitor this process very closely and give feedback on the spot if necessary.

Stage 5: Feedback and Error Correction (5-8 minutes) • To provide feedback on students' writings and use of language

T will try to provide feedback and error correction on the spot while they're writing, because it's an accuracy activity. After the students finish writing their summaries, T will regroup the students in pairs and make them read each other's writings. The students will try to guess whom the summary is about. If time allows, T will ask the students what they have learned about their friends in this class. During this activity, T will answer questions if the students have any.