Ghazaleh Ghazaleh

Writing (an internet blog) - TP4
Elementary level

Description

In this lesson, students learn to write a blog through a reading text. The lesson starts with a discussion about diary and blog. It is followed by a reading text about blog and some controlled practices to highlight features of language of the text. Finally, it provides students with a semi-controlled practice where students should write a blog about what happened to them.

Materials

Abc Handout
Www.google Pictures Taken from Google
www.afribary Handout (Punctuation)

Main Aims

  • To provide writing practice of an event description in the context of internet blog

Subsidiary Aims

  • To provide scan and detailed reading practice using a text about description of an event in the context of internet blog

Procedure

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

Teacher asks Ss to think of "diary and blog" and then T writes a question on the board and asks Ss to work on it in pairs. "What is the difference between diary and blog?" W/C FB. Teacher also teaches blocking words of the reading text by showing pictures and giving examples.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading text

Teacher explains(ex1) and asks Ss to read the question and then quickly read the text to find the answers. T gives handout and sets the time to read the text individually. Then peer check. W/C FB. T elicits the answers from Ss and asks them to justify their answers. Teacher explains (ex 2, a) and asks Ss to read the text one more time to find the answers. Peer check. W/C FB.

Useful Language (14-16 minutes) • To highlight and clarify useful language for coming productive tasks

1- Teacher asks Ss to underline "first, later and in the end" in the text . Also T asks Ss to find and underline adjectives in the text. Peer check. W/C FB. 2- Teacher highlights punctuation marks with examples on the board and gives Ss punctuation handout. Then teacher explains (ex2, b) and asks Ss to do it in pairs.Peer check. W/C FB. T highlights punctuation marks on the board. 3- Teacher explains (ex3, a) and asks Ss to do it in pairs.Peer check. W/C FB. T highlights using "first, later and in the end" on the board to join sentences. 4- Teacher explains (ex3, b) and asks Ss to do it in pairs.Peer check. W/C FB.

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

1- Teacher asks Ss to make short notes about an interesting event individually. Teacher monitors and makes notes on students' mistakes. Then T asks some of the Ss to read their notes(ex4, a). 2- Teacher asks Ss to use punctuation marks and "first, later and in the end" to join sentences(ex4, b). Teacher monitors Ss and makes notes on students' mistakes and helps them if they need.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Teacher highlights the Students' mistakes on the board and tries to explain them by using variety of examples.

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