Brandon Mayer Brandon Mayer

Writing
Elementary, A1 level

Materials

Abc Bag
Abc Ball
Abc Text book
Abc Handouts

Main Aims

  • To provide opportunity for guided and free production through writing.
  • To provide instruction and opportunities for students to describe people through appropriate writing samples.

Subsidiary Aims

  • For students to describe and express information through writing.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students with visuals and multi-media related to the text and upcoming exercises.

Students will start with date, season, weather update for the day. Engage with a name and place chant for introductions by tossing a ball around to individual students, "My name is Dilek and I like ice cream..." Students will also listen to English or Japanese folk music as well as describing images of London and Okinawa, Japan since they are featured locations in the lesson.

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

Students will pull paper strip phrases from a bag related to photos on board and to the questions & vocabulary from the text. Students will read the answer phrases and will place on board next to corresponding question.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students will pull paper strip phrases from a bag related to photos on board and to the questions & vocabulary from the text. Students will read the answer phrases and will place on board next to corresponding question. Students will select the next student by tossing the ball to the next student contestant.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Students will think about the answers and can consult with table partners. Learner will then place appropriate answer strip to the corresponding question from section A on board. One student will read question and another will read the answer. Each answer will follow sequence. Second section will consist of guided production by filling in the blanks which describe another person in the classroom. So, learners will be interviewing each other to gather answers. Students will then go to board and write their answers. We will check answers by students reading the answers on the board. Third section consists of an email text from the book. Students will scan read the text gathering information from the message related to our musician subject, Takashi, from Okinawa living in London. Once learners are confident with answers by checking with partners, selected students will write the answers on the board to complete the exercise. If there is time, students will write a free production exercise of describing the person they interviewed based on the information from mini-interview and based on email message related to Takashi the pianist.

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

Students will read their personal portrait descriptions out loud to the class. If writing activities are completed, class will do Pronunciation exercise of completing three-part conversation by filling in blanks with appropriate vocabulary words. Once finished, class can write the conversation. If time allows, a short word maze game may end the class based on vowel rhyming.

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