CELTA Candidates level
By the end of the lesson candidates will be better able to understand the differences between product and process writing as well as getting some ideas for writing activities.
By the end of the lesson candidates will be better able to correct written work using error correction codes.
Procedure (95 minutes)
T uses Skype to write remotely onto the projector. T asks Ss to think for a minute about all the different types of writing they've done over the past week. Then to compare in pairs. W/C F/B.
Give the Ss pieces of paper and tell them they're going to give a present to someone else in the class but they can't say who it is. They write the present onto the paper and then put them into a hat. Each Ss takes a present from the hat (not their own). T elicits what we do when we get a present (say thank you). We don't know who gave the present so we're going to write a letter. Give Ss A5 piece of paper. T projects model thank you letter and goes through the elements with the class. Ss write a thank you letter. Ss then mingle to find the person who gave the present by displaying the letter.
T projects the table from Thornbury and goes through the 'reproducing model' example as a class. Ss walk around the room and complete the table by reading about each activity on the wall. W/C F/B.
T asks Ss to write about what they've learned on the course so far. This should be a fairly difficult (or uncomfortable) exercise. T plays video of Sponge Bob and elicits why it might be difficult to dive straight into writing. T asks Ss to brainstorm in pairs what they've learned so far on the course. Ss work alone to order their ideas. Ss write a first draft. Switch with pair to improve. Ss write a second draft.
T elicits which activity was product (Thank you letter) and which was process (CELTA summary). T gives Ss cutups of the key features of each approach. They work in 3s to match them with their category. T projects AK.
T gives H/O #3. Ss work together to answer the questions. W/C F/B
T gives H/O#4 to Ss. They work in groups of 4. Each has a different opinion about writing issues written on a piece of paper. They read their opinion and discuss in groups.
T gives Ss H/O#5. Ss work in pairs to consider the difference between writing and speaking. They complete the writing sections.