Selin Selin

TP8
Upper-Intermediate B2 level

Description

This lesson will be a productive skill lesson which is going to be a writing lesson. The students will be introduced the context of the lesson with a lead-in. Then, they will go over the reading passage and familiarise with the linking words which will help them to produce a written production in the end. Finally, they will write a narrative story by using those words, they will check each other's production by means of a checklist for writing prepared by the teacher and exhibit their products around the class.

Materials

Abc Writing Peer Checklist
Abc Resource: John & Liz Soars (1996) New Headway. UpInt Ss Bk 4th Edition, Oxford University Press.
Abc PPT Slide Visual Aid

Main Aims

  • To provide product writing practice of a narrative writing in the context of dreams

Subsidiary Aims

  • To provide clarification, review and practice of linking words in the context of dreams

Procedure

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

T projects the following questions embedded in the exercise 1 on the page 117 on the whiteboard via PPT Slide: Think of something that you looked forward to for a long time that finally happened: -What was the occasion or event? Why did you want it so much? -Did you have to make preparations for it? If so, what were they? -What actually happened? -Did it live up to your expectations or not? T gets the Ss to work in pairs and talk about the questions.

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

T moves on the exercise 2 on the page 117. T projects the photo of Larry to the Ss on the whiteboard and asks the questions about Larry like; 'what do you see here?', 'what is this man doing?', 'what may be happen to him?' T gives the main points of the story in bullet form and gets them to use the bullets to say what really happen. T asks the Ss to work in pairs and write the story by using main points. Finally, T asks the Ss to read the passage and compare it with theirs.

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

T moves on the following exercise 3 on the page 117. T asks the Ss to read the passage again quickly and match the headings with each paragraph. T asks the Ss to swap their paper and compare their answers with their partners. T projects the answers on the whiteboard as well. Then, T moves on the exercise 4 on the page 117. T gives the handout including linking words and checks the Ss if they know or do not know any linking words and if they do not know any, T explains it and T asks the Ss to read the passage again and write the correct linking words from the box. T projects the answer key on the board and asks the Ss to check their answers.

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

T explains that the Ss are going to write a narrative story of themselves with 250 words by using linking words in the story. T gives the Ss some time to think about the story and gives them white paper designed for the writing task. T gives the Ss to write it ten or twelve minutes. Finally, when the students finish writing, T gives the Ss checklist for the writing evaluation. T gets them to work in pairs and asks them to swap their papers. The Ss evaluate and edit their partners' writing in accordance with the given checklist.

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

T sticks the stories the Ss have written in the class on the walls and asks them to walk around the classroom and read each story. After the Ss finish to read the stories, T asks the students to vote for the story they have enjoyed most. If time permits, T focuses on some incorrect use of linking words.

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