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writing my journal
A1 level


In this lesson, students will have the chance to share with their friends a day from their week, through a writing activity using subordinating conjunctions like (before,after,when). Students will write about what happens in a day or two of their week.


Main Aims

  • bye the end of the lesson Students wll be able to write a short patagraph about their day

Subsidiary Aims

  • students will be able to write using subordinating conjunctions like (when,before,after,then)


Warmer/Lead-in (2-8 minutes) • To set lesson context and engage students

•T asks Ss about diaries or journal if they keep one (do you keep a journal and you write everything on it?) •T will put them into 3 groups (A/B/C) and tell them we have 5 diaries on the walls, I want you to match the diaries with the name of the person on the card for 4 minutes

preparing to write (3-7 minutes) • To generate and provide ideas for the bigger writing task

T will give Ss a HO where they have to make a list about what people write in their journals they will work in pairs for 6 minutes.when finished they have to change the pair and they will check with the other one next to them. • ICQS: Are we writing or listening? • are we wroking alone? • for how long?

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

T will give a story handout , with no conjunctions , Ss have to finish it using (before,after,wwhen,then) they will work alone when finished they will peer check. T will project for them the story and they will correct it. T will highlight the conjunctions and give them a model sentence: -When she was young . She was playing piano. (specific time) -She’ll pick you up before she comes here. (order of events) -After she comes here, she’ll pick you up.(order of events) -He opened the dood, turned the lights, then he turned the tv.

Productive Task(s) (7-10 minutes) • To provide an opportunity to practice target productive skills

• T will project a little story about her past Sunday as a model for their writing • T asks Ss “write a journal for two days last week and tell us what you did? Write a short paragraph about each day. They have 8 minutes. • Ss will ask them to work alone. • TT monitors during the task and taking some notes for the delayed error correction. • ICQS: • Are we writing or listening? • Are we writing about our day or someone else's? • How many minute do we have? • Are we working alone?

Feedback and Error Correction (3-8 minutes) • To provide feedback on students' production and use of language

when finished they swap their diaries with their partner. • T will ask "what can you tell us about him/her After hearing couple of diaries, will write on the board the errors she saw during monitoring the productive task.and ask " what is wrong with this sentence"

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