To provide process and product writing practice of a short story in the context of getting lost
To provide review of vocabulary in the context of getting lost
To provide review and practice of should have past participle, may/might/could have past participle in the context of getting lost
Procedure (31-45 minutes)
Ask students how they feel today. Show students the photos. Ask students to discuss the photos with their partners. Nominate three students to tell their ides.
Tell students that they will work in groups. Form the groups by saying numers. Tell students that they will write a story about the photos. Tell students that they have use at least six of new words that they learnt in the last three lessons. They will just write how their main characters got lost and what other people did. Monitor the students and correct if they make any mistakes while writing.
Tell students that they will change their papers. After they change them, they will read the other group's story and write what the main character should have done before he got lost what the main character may/might/could have done when he/she got lost
As this class has 12 students, there will be just four short stories. Ask one person from each group to read the stories and write down the mistakes on the board. Give students 5 mins to discuss and correct the mistakes with their partners. Then ask students to correct the mistakes and explain the reason.