TP7 - PART C - Joey Guertin
Elementary A2 level
To provide product writing practice of a comparative writing in the context of two cities in Turkey.
To provide review and practice of cities adjectives and nouns in the context of comparison writing.
Procedure (38-50 minutes)
T groups Ss in groups of 3 (strong and weak students) T shows an image and elicits what this city is (Istanbul) T gives Ss one minute to think of good and bad things about Istanbul Ss discuss and come up with some ideas T elicits answers from students and writes them on WB T asks students to write the words
(STEP 1 - 3-5 minutes) T chests model and instructs students about the activity ICQ: How many sentences do I have? ICQ: Where do I put the sentences? Ss have to work in group to put the sentences in the right place T hands in model text (STEP 2 - 3-5 minutes) T reviews the model with Ss - FORM: Signal words - T explains the logical order and how to use them - GRAMMAR: comparatives and superlatives T elicits 1 from each (comp/sup) and reviews usage quickly (Step 3 - 3-5 minutes) T shows a map of Istanbul and tells Ss that they have to choose a city and find one good thing and one bad things about their city. ICQ: How many cities can I choose? -One How many good things? -One How many bad things? -One Ss have one minute to think about it T elicits ideas from Ss and writes them on WB
T chests word guide and explains to Ss To help them, they can use adjectives on the left T explains crowded and polluted (See LA) To help them, they can also use nouns on the right (No explanation needed) T shows the grammar rule in the middle that can help them while producing.
T chests HO and instructs Ss to use the words (if they want) and the model to write Ss will work in groups to produce a comparison of Istanbul and any other city they want. ICQ: Will I work alone? -No Can I compare Istanbul with any city? -Yes How much time do we have? -10 minutes Ss work in group to produce a piece of writing using the model and the template. If students finish earlier, T looks at the paper and highlights their mistakes using a green pen (NOT RED!!)
T hangs the writings around the class. Ss have to walk around and discuss ideas If they like of agree, they tick the page T walks around, listens to the students and notes 2 good sentences and one that has a small mistake in it for the feedback session
T writes the sentence on the board and congratulate the students Ss have to correct the last sentence.