Azadeh Gholami Azadeh Gholami

Writing
Upper Intermediate level

Description

In this lesson, Ss will read about some FAQs and the answers to that. Ss will also have some speaking tasks and then write an answer to FAQs and give suggestions to tourists.

Materials

Abc Scraps Of Paper
Abc Handout
Abc Photo

Main Aims

  • • To provide Ss with practice in writing a paragraph, answering FAQs of tourists.

Subsidiary Aims

  • • To provide Ss with some sample answers to FAQs and the language we use to write it. • To provide Ss an opportunity to speak about FAQs and giving answers to them before writing it down.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows the picture of Paris. T elicits 'travelling'. T says: After this course I'll go to Paris but I have some questions. What is the public transportation in Paris? Can you help me?' Ss give some suggestions. T asks: Where can I find the answer to this question? T elicits 'websites' T tells Ss about the websites that have FAQs and the answers to those.

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading

T says: I had the same question when I wanted to travel to Istanbul and I found a FAQ website about dolmus, dolmush. What do you call this? Ss say the right pronunciation of the word. T shows the paragraphs to Ss and the questions for them. T instructs Ss to read the paragraphs and then match them with the questions. Ss work in pairs and match the paragraphs and questions. Feedback. Why do you think this is the right question for this paragraph? Which words helped you?

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

T tells Ss to read the paragraphs again, pay attention to the tenses and underline the language we use to give suggestions. Ss, in pairs, read the text again and underline the useful language. Feedback. T elicits the useful language and adds some more. 'You should... You shouldn't... It's best to... Don't... You could...' T writes the language on the board.

Productive Task 1 (9-11 minutes) • To provide an opportunity to practice target productive skills

T says: My parents are coming to Istanbul today. Generally, what suggestions do you have for them? T elicits 'You should wear wear a jacket. You could use the Metro.' T reminds Ss that their suggestions can be about food, clothes, transportation, places, etc. Ss have 30 seconds to think about it. T divides Ss into two groups and draws a line in the middle of the board to show the place for each group. Ss stand in a line in front of the board in two lines. T tells Ss that they should each write one suggestion, using the useful language and pass the marker to the person behind them. T reminds Ss that the suggestions in each group shouldn't be repeated. Ss have 3 minutes to write their suggestions on the board. T monitors to prevent cheating in groups. When time is over, T shouts 'Stop' and Ss sit. T counts the suggestions of each group. The group with more suggestions is the winner. T gives feedback on any language that needs correction.

Productive Task 2 (7-9 minutes) • To provide an opportunity to practice target productive skills

T shows the questions and groups Ss. Ss write a paragraph, answering the question they have. T reminds Ss the language they need to use.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

T exchanges group’s writings and tells Ss to read their friend’s answer and correct any language that needs correction. T tells Ss to rewrite their paragraph and bring it to class the following session. If time, T writes some good language and errors Ss had.

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