Briana Saunders Briana Saunders

Intermediate level


In this lesson, students will learn about the structure of a news story and how to use time linkers. Then, they will write a short news story to match a headline.


Abc Speak Out Intermediate Students' Book

Main Aims

  • To provide product writing practice of a news report in the context of accidents

Subsidiary Aims

  • To provide gist reading practice using a news report text about fugitives.
  • To provide clarification of language used for time linking in the context of news reports


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

1. T asks students how they are doing today. 2. Teacher directions: In breakout rooms, talk about the question: What is an important news story that you have read or heard about recently? 3. T shares slide in the chat with the discussion question. T sends students into breakout rooms to discuss the question for 2-3 minutes.

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

1. Teacher Directions: Read the news story. Match each part to the example in the news report. You have 3 minutes. 2. T displays a Jamboard with an example news story. T sends the link to the Jamboard. T has students read the news story and match different parts of a news story to examples in the story. (Answers: D, A, B, C) Give students 3 minutes. 3. Whole class feedback: T has students share their responses for each section and reviews answers.

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

Time linkers: as soon as, by the time, while 1. T has students match time linkers to a description: Which time linker do we use to link an action that: Happened previously? (by the time) Happens at the same time as another action? (while) Happens immediately after something else has happened? (as soon as) 2. Teacher directions: Take one minute to match the time linkers to their descriptions. 3. T presents a slide with the answers. T says: check you answers. T reviews meaning for each by asking CCQs: -Are these phrases used to connect one event to another event? -Would you use “as soon as” if you are talking about doing something right after doing something else? -Would you use “while” if you are talking about something that happened at a different time as another event? -Would you use “by the time” to talk about something that has already happened when something else happens? 4. T presents slide where students have to fill in the blank with the correct time linker. T gives students 1 minute to fill in the blank. 5. T presents slide and has students check answers: -_____ the fire engines arrived, the house was destroyed. (by the time) -I came _____ I heard the news. (as soon as) -They arrived ____ we were having dinner. (while) 6. T covers form and appropriacy with CCQs: Which of these time linkers is a phrase? Which is a conjunction? (as soon as, by the time are phrases; while is a conjunction). Are these time linkers formal or informal? (formal) Would you use these in writing? (yes)

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

Brainstorming: 1. Teacher directions: You will write a short news story. Choose one of the headlines: Actress survives plane crash, politicians attacked by angry crowd, or man shot outside his house. Take three minutes to plan your story. In your notebook, answer the questions: Who is the story about? What happened? Why did it happen? Where did it happen? What is the situation now? 2. T provides directions for the news story writing assignment. T provides students with their three headline options and gives students 3 minutes to pick their headline and brainstorm their news story. Writing: 3. T sends students a link to a Google Slides presentation with slots for each student. T provides instructions: Write a short news report for the headline you have chosen. Write your report on the Google Slide assigned to you. Make sure you include: an introductory statement which explains in one sentence what happened, more information about the background to the story, and a concluding statement which gives us information about the current situation. 4. T assigns each student a slide and has them begin writing. T provides students with 15-18 minutes to write. While students write, T monitors students writing and provides feedback as needed.

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

1. Teacher Directions: I will assign you to a breakout room with a partner. Read your partner's news story. As you read, check that your partner has: An introductory statement which explains in one sentence what happened, more information about the background to the story, and a concluding statement which gives us information about the current situation. Give your partner feedback on their story. Tell them what they did well in their news story and how they can improve. You will have 5 minutes. 2. T sends students into breakout rooms and monitors student conversations. 3. When students return from breakout rooms, T provides delayed error correction for written errors in students' news stories.

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