Liliana Fernanda Del Villar Arias Liliana Fernanda Del Villar Arias

TP6 Writing skills
Upper intermediate level

Description

In this lesson students will upgrade their fluency and accuracy writing skills by writing in a controlled and freer manner informal messages in the context of the organization of a Zoom birthday party. The lesson begins with discussion between students in which they will share to their peers whether they have have any online parties during lockdown, what was the occasion and what did they do for fun. This discussion aims to activate the students' top-bottom process and schemata. Afterwards, students are told that their main task of the night shall be to organize a Zoom birthday party for an imaginary classmate of theirs, and are asked to read the e-mail and random responses that set the context. These informal messages shall provide model texts for the main activity of the night. In pairs, students will discover and analyze key traits of informal messaging, before being introduced to informal acronyms used as formulaic language in this specific writing genre. Through guided discovery tasks, students will come up with the meaning, appropriacy, and form of a specific set of acronyms. They will then be engaged in a parallel writing activity in which they will order sentences in a response e-mail. The main speaking task of lesson shall follow. Students will be divided into groups to organize different aspects of the party. They will have to message to each other through the comments section of a blog created for this purpose. The writing activity shall be scaffolded as they will have to jot down their ideas before engaging in actively messaging and responding to each other. Through their writing, they will have to come up with the organization of the party. Feedback on content shall proceed allowing students at first to have a look at the posts of the other groups. As a class, they will come up with their decision on how to organize the party. The last stage of the night is feedback on language in which delayed error corrections, reformulations and language upgrade will take place.

Materials

Abc Zoom Whiteboard
Abc Zoom Screenshare
Abc Zoom Chatbox
Abc Zoom Breakout Rooms

Main Aims

  • By the end of the lesson, learners will have written in a controlled and freer manner informal messages in the context of the organization of a Zoom birthday party.

Subsidiary Aims

  • Learners will have discovered and analyzed as well key characteristics of acronyms used as formulaic language in informal messages (e.g. BTW, ASAP, b-day, XOXO, FYI, BRB, OMG, LOL, CU, PLZ).
  • Learners will have also analyzed and discovered typical features of informal messaging using more and less structured model texts (e.g. lack of a specific pattern, structure or convention, their use for personal communication purposes and the requirements of the situation, their use of a personal tone and chat-like style, and the use of casual words and expressions).

Procedure

Lead-in (3-3 minutes) • To engage learners, activate their schemata and set the context of the class

• Greetings and ask students how was their week. • Ask the students whether they know what a Zoom party is. Elicit answers. • Tell students that they will be sent to Breakout rooms to share whether they have had any online parties during lockdown, what was the occasion and what they did for fun. • Tell students they will have 2 minutes for this task. • Set the timer for 2 minutes with 10 seconds notice. • Open the Break-out Rooms. • Monitor Break-out Rooms for students' potential needs. • Send everyone to Main Room once the time’s up. • Conduct OCFB. ICQs Will you be sharing your experience with Zoom or other type of online parties? Yes. How long will you have for this task? 2 minutes.

Gist (3-3 minutes) • To provide an initial familiarity with the text

• Open the Genially presentation: https://bit.ly/2ZbygOR. • Start sharing screen. • Tell students that their main task of the lesson shall be to organize a Zoom party for an imaginary classmate of theirs called "Karla". • Tell them that they received an e-mail from a common friend who came up with the idea and is setting everything up. Show them the e-mail in the presentation. • Ask students to read the e-mail as well as its quick responses. • Clarify to students that these are example of informal messages and that this is the type of writing they will be focusing on in the lesson as they organize the party. • Tell students that as they read, they have to start thinking what are the main characteristics of informal writing. • They will have 2 minutes for this task. • Stop sharing screen. • Send the link through Chatbox. • Monitor the students for any potential needs.

Layout (3-3 minutes) • To analyze and identify elements of layout that provide coherence and cohesion in the text

• Tell students that they will now be sent to Breakout rooms to identify key characteristics of informal writing. • Open the Google Form: https://bit.ly/3gFqfHF. • Start sharing screen. • Tell students that with their partner, they will have to decide whether each statement that refers to informal messaging in the Google Form is true or false. Demo the first answer. • Tell students they will have 2 minutes for this task. • Send the link for the Google Forms through the Chatbox. • Set the timer for 2 minutes with 10 seconds notice. • Open the Break-out Rooms. • Monitor Break-out Rooms for student's needs and doubts. • Monitor as well the response section of the Google Form in https://bit.ly/3iIOyWZ for student's submissions. • Send everyone to Main Room once the time’s up. • Conduct OCFB. ICQs How long will you have for this task? 2 minutes.

Formulaic Language (8-10 minutes) • To analyze and identify language conventions in the texts

• Open the Genially presentation: https://bit.ly/2O5oWpr. • Start sharing screen. • Tell students that though informal messages are freer in their use of words and expressions, they do have some language conventions, in particular when it comes to the use of informal acronyms. • Elicit from students what is an acronym. • Show students sentences from the model texts with target acronyms. • Ask them to write down in the Chatbox 2 acronyms they identify in the sentences. • Ask them to write as well in the Chatbox what could be some reasons acronyms are used in informal messages (number of characters, easier to write or text, speed). Clarify these uses to students in OCFB. • Stop sharing screen. MEANING • Open the Google Form: https://bit.ly/2ANQ3Cm. • Start sharing screen. • Ask students to identify what do each acronym stand for in the Google Form. Demo the first answer. • Tell students they will have 1 minute for this task. • Stop sharing screen. • Send the link for the Google Forms through the Chatbox. • Monitor students' needs as well as the response section of the Google Form in https://bit.ly/2ZgrW8S for student's submissions. • Conduct OCFB. ICQs How long will you have for this task? 1 minute. APPROPRIACY • Open the Google Form: https://bit.ly/2W5yNjr. • Start sharing screen. • Ask students to decide whether certain acronyms are appropriate or not to specific types of informal messages according to the receiver (friends, family, work colleagues, boss). Clarify that there can be more than one answer. Demo the first question. • Tell students they will have 1 minutes for this task. • Stop sharing screen. • Send the link for the Google Forms through the Chatbox. • Monitor students' needs as well the response section of the Google Form in https://bit.ly/3fdaFmw for student's submissions. • Conduct OCFB clarifying to students that when it comes to a work environment, even if it's an informal message, the best alternative is to still keep writing professional, and avoid informal acronyms. This is specially relevant when it comes to using the official work e-mail as e-mail trails can always be asked for by superiors. ICQs How long will you have for this task? 1 minute. FORM • Open the Google Form: https://bit.ly/2OawLtL. • Start sharing screen. • Tell students that there are different ways acronyms can be constructed and that they will have to figure out how were each of the model acronyms built. • Tell them that there are two sets of questions. The first question can have multiple answers whereas the next four can only have one answer each. Demo the first question, and how they have to click the submit button for the next four. • Tell students they will have 1 minute for this task. • Stop sharing screen. • Send the link for the Google Forms through the Chatbox. • Monitor students' needs as well the response section of the Google Form in https://bit.ly/2Cg4UWs for students' submissions. • Conduct OCFB. ICQs How long will you have for this task? 1 minute.

Parallel Writing (5-6 minutes) • To practice the layout and language conventions previously seen in writing some writing exercises

• Open the Google Slides: https://bit.ly/2VZ70B2. • Start sharing screen. • Ask students that for their next task, individually, they will put in order sentences from an e-mail response to the invitation to organize the Zoom Party. Demo the task for the students, as they will drag and drop each of the sentences in their correct order. • Tell students they will have 2 minutes for this task. • Stop sharing screen. • Send the link of the Google Slides of each student through the Chatbox. • Monitor their work through each Google Slides. • Conduct OCFB clarifying that there could be more than one right answer as long as the main message remains the same which is answering in a friendly coherent manner the original e-mail. ICQs How long will you have for this task? 2 minutes.

Freer Writing / Publishing (10-10 minutes) • To produce a similar text based on the sample for fluency purposes and allow learners to share their text

• Open the Squarespace blog: https://bit.ly/38LyDmf (password: zoomparty). • Start sharing screen. • Tell students that it's now their time to organize the party. • Depending on the number of students in the lesson, the students into groups with 2 students each (one of the groups shall have 3 students if there is an odd number of students in the lesson). There shall be 4 groups if there are 8-9 students, 3 groups if there are 6-7. • Each group shall be assigned a different task: logistics, food and drinks, online games, and presents. • Each group shall be in charge of organizing their respective task through informal messages written in the comments section of the blog. • Demo to the students each section of the blog and how they can write in the blog and submit their messages. • Tell students they will have 1 minutes to write down notes and brainstorm ideas for their respective task, and 9 minutes to write messages to each other to reach an agreement. • Clarify that their messages can be as long or as short as they want. • Stop sharing screen. • Ask students to mute their microphones during this activity. • Share the link to the blog and the password through the Chatbox. • Monitor their work through their publications in the blog.

Feedback on Content (5-5 minutes) • To allow learners to get feedback on the contents of their written production

• Ask the students to go over the comments wrote by the other teams in the blog with regards to other aspects of the party. Tell students they have 1 minute for this activity. • Ask each pair of students to share what they agreed on for their specific party task and whether they think it fits nicely with the other tasks and what other teams agreed on based on what they just read. • As a whole class, ask the students what is the general agreement on the details of the party.

Feedback on Language (5-5 minutes) • To allow learners to get feedback on the language of their written production

• Share Whiteboard. • Write down accurate and inaccurate sentences written by students in the freer writing task as seen in the blog. • Tell students they have one minute on their own to decide what sentences are accurate and what sentences are inaccurate and why. • Elicit the answers from students, and ask them how to correct the inaccurate sentences. • Elicit from students the reformulation of the accurate version of these sentences and how to upgrade the language in an informal setting to promote a more diverse language range.

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