Taher Bahrani Taher Bahrani

Writing using "can" and "cann't" in the context of vacation

Materials

Abc Kelly, C., & Gargagliano, A. (2004). Writing from within intro. Cambridge, Cambridge University Pres
Abc Teacher's made

Main Aims

  • To practice writing using "can" and "can't" in the context of "holiday"

Subsidiary Aims

  • Vocabulary

Procedure

Stage 1 (Lead in) (4-5 minutes) • To activate students existing knowledge of the topic

Tell the students that one of your friends wants to travel to Istanbul next week. Ask them about the things he "can" and "can't" do in Istanbul. Give the students one or two examples.

Stage 2 (Blocking vocabulary) (4-5 minutes) • To introduce some blocking vocabulary that the students may need to use for the writing task

Elicit 4 blocking vocabulary (holiday, ....) using visuals (pictures or images). Highlight and clarify MFP.

Stage 3 (Preparing to write) (4-5 minutes) • To provide opportunity to prepare for the main task (writing)

Give the students an email written by sb who is on holiday in Paris. In the email, he tells another friend about his holiday using the TL. Ask the students to answer some questions to skim the email. The students check the answers together.

Stage 4 (Useful languae) (5-7 minutes) • To clarify the language which learners may find useful for completing the writing task

Use the email to highlight and clarify the useful language and how to write an email. For example, how to start, what to write and how to finish the email.

Stage 5 (Writing task) (10-12 minutes) • To practice writing in the context of "holiday"

Ask the students to close their eyes and imagine they are on holiday somewhere. Ask them to say where they are, what they can/can't do there. Ask them to open their eyes and write an email for one of their friends telling him/her about the things they can and can't do. The students shouldn't write their name and the name of the person who gets the email. Take the emails and shuffle them. Give each student one of the written emails. Ask the students to mingle around and find the person who has written the email.

Stage 6 (Feedback/error correction on written task) (4-5 minutes) • To allow learners to compare results of the task, To provide content and language feedback of the result

The teacher reads some of the emails and provides feedback on the content and language. The teacher corrects the errors.

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