Fatma Altınöz Fatma Altınöz

writing
Beginner level

Description

In this lesson, Ss will practice some of the language points that they have learnt such as simple present, present continuous, simple past tense and modal verb 'must'. First, they will have the beginning of a story of a couple. They will look at the text for 1 minute which is reflected on the board and after that they will be given a questions H/O. Ss will make the questions individually, check in pairs and they will be sorted into two groups. One person from each group will stand up and go to the text page which will be on the board to find the answer, go back to the partner and say the answer. For each answer, they will go seeking one after the other in turns. There will be WCFB for the answers. Then they will be given a second H/O for the second part of the story, the rules of a zoo. They will make sentences with the prompts given on H/O to form the rest of the story individually. Then they will check in pairs. Then they will check the other group's story to compare. Then there will be WC FB.

Materials

Abc Google visuals
Abc Questions H/O
Abc Story H/O

Main Aims

  • To provide product writing practice of an email in the context of zoo

Subsidiary Aims

  • To provide practice of tenses and modal verb 'must' in the context of zoo rules

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

* T starts with asking if they like animals and what animals they like. * T asks, "Where can we see animals?" "Where do we go to see different animals?" - Zoo or pet shop. * T shows a picture of a couple, Jane and John, and tells they also love animals and they spent one day with animals at the Central Park Zoo.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading

* T projects the first part of the story on the board. * Ss read the text, email quickly to learn about their holiday. "Now, read the text quickly in 1 minute. Are you reading everything or are you reading quickly?" * T turns off the projector, and gives Ss H/O of question prompts about the text. * Ss makes questions in correct for individually. * Ss check their questions in pairs. * WC FB for questions. * T sticks the text on the walls in two copies. Ss will be sorted into two groups. For each question, one student will go to the text and find the answer, come to the partner and say it. When the partner writes the answer, he/she will go to the text for the next question. The group finishing first is the winner. "Is only one student finding the answers? - No." * WC FB

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

* T writes the last sentence on the board: "We went to a zoo, Central Park Zoo and learnt about the rules there." * T underlines the word 'rules' and asks, "How do we talk about rules? What word do we need?" * Ss talk about it for 1 minute. * T asks, "Is 'must' for positive rules? - Yes." "Do we use 'mustn't' for negatives, prohibitions? - Yes." "Can you give an example of class rules, smoking for example? - You mustn't smoke in the class."

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

* T gives Ss the H/O of prompts to write rules. * Ss work alone for 5 minutes. Then they check in pairs. * Ss check the others' rules in 1 minute. * T says, "Now, use your rules to complete the email. Use 'and' and 'but' too." * Ss work in pairs for 3 mins. * T monitors Ss.

Feedback and Error Correction (7-9 minutes) • To provide feedback on students' production and use of language

* Ss walks in the class to read others' paragraph. * T takes notes of some errors. * T writes some of them on the WB, and elicits the corrections from Ss.

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