To provide product writing practice of a news story in the context of the news.
To provide fluency speaking practice in a discussion in the context of newspaper stories.
Procedure (37-45 minutes)
Place local and current newspaper headlines on the walls around the classroom. Explain briefly that this is a news gallery to browse. Get ss up and looking at the various headlines for two minutes and instruct them to come up with at least two things they can say about the news story. The ss are to mingle and ask each other about the headlines. You can join in if needed. FB: take the headlines down and sit with the ss to go through them in open class. They should each have the chance to say what they know to you at the end. Error correct anything important but focus on fluency.
Put ss in to pairs and ask them to read the list of example questions on HO_questions to themselves and think about what their answers will be then think of and write down two questions of their own. Next, tell the pairs to ask each other 4 of the questions from the list and answer them in turns. Monitor for errors. FB in open class by asking ss to report to you what their partner has said. Delayed error correction for persistent or significant errors with the emphasis on fluency.
Say the words "airport, flock of birds, hit, land, pilot, plane, river, survive" and elicit meanings. Give hints and examples if ss get stuck. CCQs: Airport (noun c) /'eə.pɔːt/ "Is it a place where airplanes land and take off? (yes) Flock of birds (noun) (sin/pl verb) /flɒk/ "Are there many birds or one or two birds?" (many) "Can sheep and goats be in a flock?" (yes) Hit (verb) (past participle"hitting", past tense and past participle "hit") /hɪt/ Land (verb) /lænd/ Pilot (noun c) /ˈpaɪ.lət/ Plane (noun c) /pleɪn/ River (noun c) /ˈrɪv.ər/ Survive (verb) /səˈvaɪv/ Drill if needed first then write on WB.
Instruct ss to write a news story working individually. ICQ: Will the story contain all the words? (yes) Can you change the form of the words? (yes) Can you repeat the words? (yes) Is the order of the words important? (no) Monitor and encourage fluency over accuracy. If a ss is struggling pair them up to work with a stronger ss making sure weaker ss are contributing ideas.
Put ss in 2 or 3 groups (like a newspaper meeting with a tough deadline and T is the editor!) They mingle and read each other's stories quickly and encourage them to peer check their work for major errors and monitor to make sure weaker ss are involved. Each group is instructed to pick the best story to be read outloud.