Kevin O'Grady Kevin O'Grady

Lesson 4 - Writing Task
Intermediate - Unit 2 level

Description

In this lesson, students will learn about writing through a guided task to complete a review of the service on a recent journey they took. Students will be encouraged to use strong adjectives (spotless, filthy, helpful, unhelpful, gigantic, puny, slow, fast, amazing, terrible) to add emphasis to their work.

Materials

Abc Graphic Organizer
Abc Realia

Main Aims

  • To provide process writing practice of a for a service review in the context of travel (airline or train, taxi)

Subsidiary Aims

  • To provide review and practice of strong adjectives in the context of a travel review

Procedure

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

Teacher: Welcome students and confirm names of students at the start of the lesson. Add the students names to the left side of the whiteboard. Teacher: Show students the full glass of water. Is this glass full or empty? Empty? Show the empty glass of water. Draw a cup full of water to the left of the white board at the top and an empty glass to the top right of the whiteboard. Confirm students understanding of the drawings. Is this glass full or empty? Point to full glass. Is this glass full or empty? Point to empty glass. Confirm students understanding of half. Fold a piece of paper in half and confirm students can describe it as folded in half. Draw a half full glass in the middle of the whiteboard. Is this glass half full or half empty? Instructions: Ask students own your own to write on a post-it note F or E if they think the cup is half full or empty. Do not show a partner or group. Will you show anyone? There is no "it depends" you must pick only one answer. How many answers? One. You have 5 seconds. Survey students randomly to now show their answers and note their response beside their name. Tally the results. Use the results to assign the students to groups - Full to positive and Empty to Negative. If an uneven, split, even the groups. Have students shift places to regroup. Once regrouped: When you have a good or bad meal in a restaurant or good or a bad stay in a hotel, what do people sometimes write? Elicit a review. Confirm understanding. What does a review tell you about someplace? Good or bad Who writes it? Elicit a customer Can a review tell you a place is bad? Yes Can it tell you it is good? Teacher: Today we are going to write a review of a journey you took.

Useful Language (8-10 minutes) • To provide a model of production expected in coming tasks through vocabulary elicitation

Teacher: Writes the following sentences on the white board. (Left side - Full) The meal on the plane was good. The meal on the plane was delicious. (Right side - Empty) The meal on the plane was bad. The meal on the plane was bland. Concept check - bland. Is the food tasty? Yes Does it have any taste? No Which statements are better for a review? Why? Elicit strong adjectives. Teacher - Erase the words, meal, good, bad, delicious and bland. Teacher next pair of words to middle of whiteboard clean - spotless, filthy Which word do you think means very clean? Why? Ask one group which word they would want to use? What could we say on our journey was spotless or filthy? Elicit responses - toilets, plane/train, platform Write positive and negative words on opposite sides of the board along with elicited noun(s). Next word pair - helpful, unhelpful Teacher - repeat steps. Which word is good or bad? Can a thing be helpful or a person? Which people? Crew, check-in counter staff What about the magazine on the plane? Could that be helpful? (Anticipated problem - crew is a collective noun. Either singular or plural verb conjugation is possible American/British English) Next word pair - gigantic, puny - which word do you think means tiny? What things on your journey could be puny? Next word pair - slow, fast - Good or bad? What things could be slow or fast on your journey? Next word pair - amazing, terrible Don't ask what things could be amazing or terrible. Leave this for conclusion or imagination. What other things could you write? How were the seats? Elicit comfortable. See if students will elicit further ideas.

Exposure (2-3 minutes) • To highlight and clarify structure for coming productive tasks

Teacher: To start our writing task I will give you this sheet of paper. It has three sections (for three pargraphs). I will explain the three sections as we go. It has some ideas of questions to answer on the side. E.g. When was the journey? We are going to write our reviews individually in steps. ICQ - Are we writing individually or in a group? Are we writing all at one time or in steps? Am I going to help you as we go? What kind of help? A GIGANTIC HELP! (insert grand gesture) Distribute graphic organizer.

Productive Task(s) (20-20 minutes) • To provide an opportunity to practice target productive skills

Teacher - Ok students lets look at Section 1. Select student to read each question. CCQ - How many sentences do you think you need to answer this? Why do we write these ideas first? Elicit why - it explains the situation/context Take 5 minutes and write two to three sentences about your journey. Do not use a dictionary or your phone. You can ask a HELPFUL friend. ICQ - How long? How many sentences? Can you use your phone or dictionary? T 1 min Student writing time - 4 min S Teacher to monitor and assist in particular S-S dialogue that is too long or if student uses phone. Teacher give warning at 3.5 minutes. Tammam? Section 2 - Teacher - what can we write about in this section? Quickly elicit the nouns on the whiteboard. CCQ/ICQ - Are we going to use strong adjectives or normal adjectives? How many sentences do you think we will need? Let's say 5. You will have approx. 10 minutes to complete this section. This is the main section. Student writing time - 9 min S Teacher to monitor and assist in particular S-S dialogue that is too long or if student uses phone. Teacher give warning at 9 minutes. Tammam? Anticipated problem - students use phones too much - "phones away". Finish quickly. Instruct student to check again for grammar, punctuation, spelling, use of strong words, can they add more sentences/ideas? Section 3 - Teacher - what do we write about in this section? CCQ/ICQ - Are we going to use strong adjectives or normal adjectives? How do you feel? How many sentences do you think we will need? Let's say 3. You will have approx. 5 minutes to complete this section. This is the last section. ICQ - How much time? Working in individual or pairs? Student writing time - 4 min S Teacher to monitor and assist in particular S-S dialogue that is too long or if student uses phone. Teacher give warning at 3.5 minutes. Tammam?

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Teacher: Ok, now that you have a few sentences in each section, I am going to have you work in pairs to share your stories. Change papers and read your partners review. ICQ's - are you working in pairs or individually? Read yours or read your partners. Teacher pair students - assign 1, 2, 3.... in each group. Number ones come here, number twos come here (who is number two?) etc. T-S 1 min S-S Read stories. Teacher monitor progress and sharing. Feedback and Error Correction: Teacher - Would you take a journey based on your partners review? Why? Teacher - Review and common questions or structure issues. Optional - Ask for a volunteer to share their review. Teacher - What other things could you write a review for? Elicit responses - Restaurant, hotel, music, movies

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