Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - B2.2 - Saturday 13 February 2021 12-2pm - Lesson 4b
Upper Intermediate level

Description

In this lesson, students will work on writing informal emails describing how old friends have changed. Students will complete the writing self-assessment and send the final drafts before the next class.

Materials

Main Aims

  • To enable students to practice writing an informal email in the context of describing an old friend who has changed over the years.

Subsidiary Aims

  • To enable students to practice speaking for fluency in the context of describing the structure and content of informal emails.
  • To enable students to extend their lexical range in the context of describing old friends who have changed.

Procedure

Welcome (3-5 minutes) • To welcome students back to class and to troubleshoot any problems.

T welcomes Ss as they come back after the break. T asks Ss if they have any questions or concerns at this point. T and Ss chat informally until everyone is back.

Lead-in (5-7 minutes) • To set lesson context and engage students

T gets Ss attention. T shows slide 2 and nominates S to read instructions: "Work in pairs. Look at the images and answer the questions. Who are the people? What do they do? How would you describe them? Talk about age, height, build, hair, clothes, etc. The man in photo b is also in photo a, but he’s much younger. Which boy do you think he is?" T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

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

T gets Ss attention. T shows slide 3 (p.47 #1b) and asks Ss to read the email individually for 4 minutes. T calls Ss back and discusses their answers in OCF.

Useful Language 1 (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide 4 (p. 47 #2) and asks Ss to complete the exercise together and discuss their answers in OCF.

Useful Language 2 (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide 5 and nominates S to read instructions. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

Useful Language 3 (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide 6 and nominates S to read instructions. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

Productive Task 1 - Writing First Drafts (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 7 (p. 47 #4) and nominates S to read instructions. T asks Ss to make notes and then write their first draft for 15 minutes. T calls Ss back to main session to check in. T asks Ss to complete the writing self-assessment for 3 minutes.

Productive Task 2 - Feedback & Editing (16-18 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 9 (p.47 #5) T asks Ss to exchange emails with a partner to give feedback and complete the exercise for 12 minutes. T calls Ss back to the main session. T asks Ss to complete their final drafts and send them by next Thursday 18 February 2021 11:59pm (.doc, any font, 12pt)

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

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits form Ss to reformulate errors. If time permits, T leads Ss in pronunciation drills.

Conclusion (3-5 minutes) • To sum up and close the lesson and to prepare for the following lesson.

T gets Ss attention and thanks them for their time. T asks Ss if they have any questions or concerns, specifically about accessing course materials, platforms, etc. T takes note of anything to address with supervisors/academic services. T asks Ss to complete Unit 4 Review p. 68 for homework T thanks Ss again for their time, and wishes them a good day.

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