TP5
Upper-Int level

Description

In this lesson, Ss practice writing in the context of news stories. The lesson will begin with a "news gallery" where students are asked to think about and discuss recent news headlines. Then, Ss will discuss questions related to the news in a mingle activity. Next, Ss will be given a model writing piece to analyze before being asked to write their own based on a given set of vocabulary words. The lesson ends with a "news gallery" walk where Ss have the opportunity to read other stories written by their classmates and vote for their favorite.

Materials

Abc Vocab Answer Keys
Abc Post-it notes
Abc HO4
Abc Vocab HO3
Abc TP5 PPT
Abc Speaking Questions HO1
Abc Whiteboard
Abc Sticky Tack
Abc Projector

Main Aims

  • To provide process writing practice of a news story in the context of news stories

Subsidiary Aims

  • To provide reading for gist practice in the context of news stories
  • To provide fluency speaking practice in the context of news stories

Procedure

Lead-in (5-5 minutes) • To set lesson context of news stories and engage students

*T projects a recent headline and asks, "What is this? Where can it be found?" Sts respond *T points to the walls and says, "Around the room there are 8 more news headlines. Read them and discuss with your partner something you know about the story." *ICQs: "What are you going to do after you read the headline?" (Say something we know about the story) *T pairs students and says, "Now, you have 3 minutes." *After 3 minutes, T asks sts to sit down. Short w/c feedback, "How many stories were you familiar with?"

Pre-writing Speaking (5-5 minutes) • To engage students in the context and get them thinking about news stories

*T points to HO with questions. "Read the questions and think about your answers. You have 1 minute." *ICQs: "What are you going to do while you read?" (Think of my own answers) "Are you going to write your answers?" (No) *T monitors and provides assistance if necessary. *T says, "You're going to walk around and ask one question to a partner. Answer their questions and listen to their answers." ICQs, "How many people are you going to ask?" (As many as possible) *T monitors and provides assistance as necessary

Exposure (8-8 minutes) • To provide a model for the writing through a reading

*T points to HO and says, "Here is a news story from The Washington Post. Read it and answer the questions by yourself. You have 5 minutes. *ICQs: "Are you going to read in pairs?" (No) "Should you try to understand every word?" (No) *T monitors and provides assistance if necessary. *T says, "Compare your answers with your group." and groups sts in groups of three (if even number of students, all groups and one pair will compare answers) *T projects suggested answers.

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

*T points to HO and says, "Here are some words that we will use in a little bit to write our own news stories. Now, work with a partner and match the words with the definitions. You have 3 minutes." *T put sts into pairs and monitors as necessary. *T provides answer keys to each table.

Flexi stage (2-2 minutes) • To provide extra speaking practice for vocabulary

This stage will only be completed if other stages were completed earlier than expected. *T reads one definition from the previous vocabulary activity sheet and elicits the correct word from the students. *T says, "Using your worksheet, quiz each other on the meanings of the words. Don't look at your worksheet while your partner is reading the definition. You have 1 minute, work with a partner." *T pairs students and monitors and provides assistance as necessary. *T asks w/c, "How many words did you remember?"

Productive Task (18-18 minutes) • To provide an opportunity to practice target productive skills

*T projects "guidelines" for writing the news story. *T says, "In partners, you're going to write your own news story and follow these guidelines. You'll have about 12 minutes." *ICQs: "Which words *must* the story contain? (the ones given) "Can you add in other words?" (Yes) "Do you have to follow a certain order of words?" (No) "Can you repeat any words?" (Yes) *T regroups students *T monitors, provides assistance as necessary, and notes down any language for the FB stage. *T instructs sts to post their stories on the walls. *T points to stories and says, "With your partner, walk around and read the other stories. Write one thing you like about their story and one question you have for them about their story, *on * their paper." *T holds up post-its, "When you find your *favorite* story, vote for it by putting your sticky note on their paper. The highest voted story will get a special prize." *ICQs: "What are you going to write on the stories? (Something I like, something I wonder) "What are you going to do with the sticky note? (Post it on my favorite story). *T says, "You have 5 minutes."

Feedback and Error Correction (2-2 minutes) • To provide feedback on students' production and use of language

*T awards prizes to all sts *T praises good language used in news stories and writes up some language for reformulating/expanding *T elicits correct responses/reformulations/expansions

Web site designed by: Nikue