Adrian Nurse Adrian Nurse

Writing
Intermediate level

Description

Writing about dream houses using adjectives and phrases.

Materials

No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a Descriptive paragraphs in the context of Homes
  • To provide product writing practice of a Descriptive paragraphs in the context of Homes in different places

Subsidiary Aims

  • To provide practice and clarification of marvellous, superb, stunning in the context of Homes

Procedure

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

T-Ss - T shows Ss a picture of "dream houses" Ss-T Ss write what their dream houses would be like. Ss-T Ss gives reasons why they chose them.

Pre- teaching (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T-Ss T elicits and drlls new vocabulary to Ss a few times. Ss-T Ss repeat new vocabulary to T. T-Ss T elicits more vocabulary and meanings to Ss using adjectives Ss-T Ss repeat adjectives of homes to T

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

T-Ss T uses descriptive sentences to elicit meanings with phrases to the Ss. Ss-T Ss repeat these sentence. T-Ss T instructs Ss at pre-teaching stage to write down new phrases. Ss-T Ss make sentences using new ways of describing locations. Ss-Ss Ss discuss their answers T-Ss T checks their answers

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

T-Ss T has Ss read post to get the gist of it, students use skimming. Ss Ss check the post and read. Ss PW After reading the two articles Ss work in pairs and discuss which hotel is better Ss-T Ss discuss their answes when they return T-Ss T instructs Ss to underline adjectives of the vocabulry in the post Ss Ss work on their own T-Ss T tells Ss to write their own paragraph about their own house/area Ss-T Ss give answers to T for comprehension checking. T-Ss Answers are checked

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

T-Ss T checks for any error corrections and feedback on the lesson from the Ss. Ss-T Ss give their answer to the T for checking Two flexi-stages are at the bottom of the ppt for the lesson if need be.

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