Benjamin Burger Benjamin Burger

Message In a Bottle
Intermediate level

Description

This lesson students will focusing on writing. Ss will imagegin they are stranded on an uninhabited island. Ss will write a message in bottle describing their situation and asking for help . The context for this lesson is the film castaway and the song Message In a Bottle by The Police.

Materials

No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a letter in the context of being stranded an unınhabited ısland, writıng to your famıly asking for help

Subsidiary Aims

  • To provide inference listening practice using a about being lost at sea in the context of asking for help.
  • To provide fluency speaking practice in a describing places and emotions in the context of being lost at sea
  • To provide review of island / beach vocabulary in the context of stranded lost at sea

Procedure

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

Ss will be shown two different pictures of a film. teacher will ask students if they have seen this film. teacher will then ask students what the film is about and have a short discussion with students about the film. teacher will then ask students to imagine they are a castaway lost at sea. teacher will give students some ideas of what to think about and then close their eyes for 1 minute and think of what they see. Is the castaway male or female? What is his or her name? What else do you see in your imagination? Ss will then write down their ıdeas

Pre writing activity (5-7 minutes) • to help students generate ideas to write their message in a bottle

Ss will be shown an image of an uninhabited island. teacher will ask students what else could we add to this picture? What might a castaway see? Ss will work in pairs and will brainstorm and down different things that a castaway might see in the island Students will then work individually and answer the following questions in complete sentences. How long has he/she been there? How did he/she get there? How does he/she feel? What is he/she thinking?

brainstorming (5-7 minutes) • to help students generate ideas to think of an escape plan for the castaway.

teacher will tell Ss that the castaway is very lonely and needs an escape plan. teacher will elicit a few ideas about how the castaway might escape. Ss will work in pairs and write down their ideas. teacher will then show students the term S.O.S Ss will then watch a short video of an example of an S.O.S

Message in a bottle (10-10 minutes) • to write a message

Ss will then be given paper and write a message in a bottle. Teacher will ask students to write a message answering the following things: The castaway’s name. Roughly where the island is (the ocean, for example.) A description of the island. How he/she got there. How long he/she has been there. How you are feeling and asking for help. Your escape plan.

peer correction (10-10 minutes) • to highlight mistakes in writing

Ss will then stick their messages In different places around the room. Students will then walk around the room and read other students messages and mark any mistakes they noticed while reading the message. students will then take back their messages and look at the highlighted or marked mistakes.

Semi-Controlled Practice (10-10 minutes) • to listen to the target language in a song

SS will listen to the song message in a bottle by the Police. they will fill in the missing gaps of the lyrics Then students will work in pairs and discuss the meaning of the song.

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