Samanta Yáñez Samanta Yáñez

Favourite thing
Elementary level

Description

In this lesson Ss will be able to create a text describing their favorite thing and share it with their classmates.

Materials

No materials added to this plan yet.

Main Aims

  • To provide process writing practice of a description in the context of favourite things

Subsidiary Aims

  • To provide practice of adjectives while describing in the context of favourite things
  • To provide gist reading practice using a text about descriptions in the context of of a favourite things.

Procedure

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

-T shares screen to present visual support and ask students to share their favourite objects. Instructions: Think on your favourite food, thing, and place. Write down your answers. You have 1 minute. -T gives an example: My favourite food is pizza. -Ss will work in break out rooms and discuss the topic. Instructions: Go to break out rooms and share your answers. You have 2 minutes. -T conducts OCFB by listening to a few contributions.

Exposure / Layout (3-5 minutes) • To provide a model of production expected in coming tasks through reading

-T displays a descriptive paragraph from a blog. -T ask eliciting questions to analyze the layout of the description. ICQs: What is first what I describe or the characteristics? What you describe. What is next characteristics or things it has? Characteristics. -T nominates students to help her.

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

-T shares screen for visual support. Instructions: Enter to the link. Choose the correct meaning for each word in capital letter. You have 2 minute. -T models with the first question. -T shares screen for visual support. -T asks students the answers e.g red is a color or a shape? a color, big is large for size or little for size? large for size. These words are naming objects or describing objects? describing objects. They are nouns or adjectives? -T asks eliciting questions to cover Pronunciation. Does red have 1or 2 syllables? 1 /rɛd/ Does big have 1or 2 syllables? 1 /bɪg/ Does new have 1or 2 syllables? 1 /əʊld/ Does beautiful have 3 or 4 syllables? 3 /ˈbjuːtəfʊl/

Parallel writing (6-8 minutes) • To provide an opportunity to practice target productive skills

-T shares screen for visual support. Instructions: Enter to the link, choose the correct order of the paragraph -T models how to answer the exercises. You have 3 minutes ICQs: You need to create a new text? No. -T conducts OCFB by providing an answer key.

Freer writing (6-9 minutes) • To allow students to appropriate the topic practicing writing.

-T shares screen for visual support. -Ss create their own paragraph Instructions: Individually fill the box with information of your favorite thing. You have 1 minute. -Enter to the link, create you paragraph in your box. -T models how to answer the exercise. ICQS: Do you need to write the information you wrote on the box? YES. Do you have 3 or 4 minutes? 4 You have 4 minutes.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

-T shares some of the writing posts. -T writes on the screen sample of sentences and encourage the students to notice and correct the mistakes. -T conducts OCFB

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