New lesson plan: TP6: Writing

Todd Callison

TP6: Writing - Pre-Intermediate level

TP6: Writing
Pre-Intermediate level

Description

In this lesson, students practice writing fluency through a practice exercise of writing an email to a family member relating their current situation with respect to the Covid-19 shelter-in-place procedures and recommendations. Students will first examine a model text, then we will cover the concepts of greeting, body, closing, and signature. We will cover TL of [Hi (name), Just a quick note to..., As you know, and Much love,] for the greeting, body introduction, paragraph introduction, and closing sections, respectively. After doing discovery activities for M, A and F for selected and alternate phrases, students will practice writing, then peer-check, then finally OCFB

Materials

Writing Slide Presentation

Main Aims

To practice fluency in writing an email in the context of an update on Covid-19 shelter-in-place routine to a family member.

Subsidiary Aims

To give an overview of the basic components of an email (greeting, body, closing, and signature), and review MAF for example functional phrases within the context.

Procedure (37-45 minutes)

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Show Lead-in photo Ask students to look at the picture and give FB "What is happening here?" "Where is this young woman?" "Whom is she writing to?" T conducts OCFB

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

--Presentation of context-- Show text Ask students to read the text: "While reading, think about: How is this similar to, or different from, your own experience during COVID-19" 2 minutes for reading CCQ: "Which paragraph is the overview, and which one describes details?" OCFB --Meaning CCQ--- CCQ: “Does the recipient have previous knowledge the fact stated in the sentence?” Answer: yes CCQ: "Does this phrase state the purpose of the email?" yes OCFB

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

--GD for Meaning-- Send the Jamboard link to Ss I: "Please check the chatbox and open the jamboard" ICQ "Is the jamboard open?" I: "Now, everyone, put the green sticky notes into the correct column". 1 minute GD for A for each item: "Is this familiar, business casual, or business formal?" Order the phrases into rows --Form-- Cover F through GD of TL through FCQs Show slide Hi Dad, fixed phrase FCQ: "Fixed or variable?" variable, "What comes next?" body Show slide Just a quick note to...fixed phrase FCQ: "Fixed or variable?" fixed "What comes next?" v in base form + rest of sentnece Show slide As you know, fixed phrase FCQ: "Fixed or variable?" fixed "What comes next?" full phrase Show slide Much love, fixed phrase FCQ: "Fixed or variable?" fixed "What comes next?" signature OCFB

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

Set task: Writing Practice Show students slides with prompts Explain the activity, Ss write their own email using the prompts Assign Ss to slides Ss have about 18 minutes to write email Monitor writing and send notes to students

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

Project checklist, confirm view Ask students to check partners' emails using checklist and add comments Conduct OCFB Ask students' participation (suggestions) to improve language