Jennifer Jennifer

Writing 5 - A Holiday Report
Elementary level

Description

In this lesson, students will do some pre-writing activities to elicit the past simple questions they have learned throughout this unit. They will then have some time to write a short story about their last holiday. The students will read each other's stories and have a discussion about what they liked.

Materials

Abc Powerpoint
Abc Whiteboard and markers
Abc Blank Paper (half sheets)
Abc Half-Page Writing Sheets (colored)
Abc Writing Model
Abc Youtube videos for background music
Abc Sticky tack

Main Aims

  • By the end of the lesson, students will have practiced semi-controlled product writing in the context of a report about vacations.

Subsidiary Aims

  • By the end of the lesson, students will have revised the past simple question forms that they have learned over the unit.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T will present pictures from her own vacation and elicit some questions about it. Set Task: This is from my last holiday. Can you ask me some questions about it? T will write the questions on the board as the Ss say them.

Exposure (Pre-Writing) (7-8 minutes) • To generate ideas for the upcoming product writing task

Ss will get a half sheet of white paper and Ss will write the place they last went on holiday at the top of the paper. T will model with the Ss. Ss will go around and write questions on everyone's paper about their vacation until there are about 8 questions each (using the questions on the board to help them). Set Task: "Write the last place you went on holiday in a the top of the page. It can be a village, city, country, wherever. Put the paper on the front of the desk. Everyone stand up. You will walk around and write one question about your classmates' holidays (DEMO). You can write any question you want. Use these questions here to help you." ICQs: Will you write a question on every paper? (yes) How many questions does each person need? (8) T will play "Holiday" by Madonna as Ss are writing. T will make sure that each person has abut 8 questions before stopping the activity.

Useful Language (Pre-Writing) (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss will answer the questions written on their page. Set Task: "Please answer the questions. You have five minutes." ICQs: "Should you answer all the questions? (yes) How many minutes do you have? (5)" Then, T will show the model on the PPT. T should draw attention to how it starts and what form he is using. Set Task: "Here is a story about Alex. Read about his holiday.Is he writing in the past or present? (past) Where did he go? (Rome) When did he go? (August) Did he go with anyone? (his girlfriend)"

Productive Writing Task (15-18 minutes) • To provide an opportunity to practice target productive skills

Ss will then use their notes and the model to write their own holiday story. Set Task: "Please write your own holiday story. Write them on these beautiful cards. If you need more paper, I have some here. You have about 15 minutes." For fast finishers, they can read each others and give some feedback about spelling, grammar, punctuation, etc. After, Ss will hang their story on the wall. They will walk around and read each other's stories.

Feedback and Error Correction (7-8 minutes) • To provide feedback on students' production and use of language

T will facilitate humanistic feedback on the stories they read. Set Task: "What was your favorite story? Why did you like it? Where do you want to visit now?" If there is extra time, T will provide error correction on the board about sentences from the story. Tell Ss they can then take their stories home with them.

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