Writing: An Informal Letter - Correcting Mistakes
For students to engage in product writing practice of an informal letter to a friend in class in the context of correcting mistakes
For students to recognize the types of errors they might make in writing an informal letter, take responsibility for correcting them and interact with new concepts and vocabulary.
Procedure (26-46 minutes)
Soars, L., and Soars, S., New Headway Intermediate Student's Book (4th Edition). Oxford. (Pg 103). Exercise 1 Task A - Students answer questions about the context before the context is 'set', thereby providing a context. - ("If you have some important news to share with someone, how do you tell them?") - Students provide answers (i.e. the telephone, text message, a visit, an email, a letter or a post card). Task B -Students consider the different types of errors they might make in writing - ("What kind of mistakes is made when you write?") -Students provide answers for question (i.e. Tense, preposition, grammar, word order, wrong word, punctuation, spelling and word missing)
Soars, L., and Soars, S., New Headway Intermediate Student's Book (4th Edition). Oxford. (Pg 103). Exercise 2 Task A (Correction box on the board) -Students focus on the sample letter provided -("Look at the informal letter written by Katie" and point to letter on handout) -"There are some mistakes in the letter. In your pairs (Pair students) decide what they are, using the options in the box (point to box on right hand corner on handout - and draw on the board a skeleton format to demonstrate), write down your answers." Task B (Sample Letter on board) -Students make an attempt at error correction -"In your pair, correct the mistakes you found. Write your answers down." (Point out a mistake in the sample letter on the board and demonstrate an example). -Hand out a sheet with the solutions/ corrections on it -"Look at the handout and check if your answers were correct."
-Students indicate whether they understand certain vocabulary (i.e. 'informal letter', and 'sightseeing' = "Does sightseeing mean to go to work? No. Does sightseeing mean to travel and visit places in a city? Yes. Is sightseeing fun? Yes." ) -If students understand, move on to exercise 3 (pg 103). -If not, students are provided with prompts to elicit responses in teaching new vocabulary.
Soars, L., and Soars, S., New Headway Intermediate Student's Book (4th Edition). Oxford. (Pg 103). Task A Exercise 3 -Students focus on exercise 3 (pg 103) -("Look at exercise 3. In your pairs, answer questions 1 to 5 in your books using Katie's letter. You have 10 minutes.") -If short on time, student's answer only first 2 questions. -Students are monitored as they complete the task -Students are provided with an answer key at the end of the task -Students engage in brief feedback with teacher Task B Exercise 5 -Students focus on exercise 5 (pg 103) -Students write a letter to a friend in class, sharing some good news. -("On your own, write a letter to a friend in class telling them about some good news you received over the weekend. Write in full sentences.") -Students exchange letters and correct the errors ("Give your partner your letter. Look for errors using the symbols in the box and correct them.")
-If time: Students share their partners letter with the rest of the class ("Read to the class the letter you received from your partner with your corrections.")