Anastasiya Anastasiya

News report
B1 level


In this lesson, students will analyze a news report. Using the sample and given heading, students will write their own news reports.


Abc Material for news report was adapted from a book Activities for Task-Based Learning

Main Aims

  • By the end of the lesson, students will be able to analyse a sample writing and develop writing fluency through writing a news report.

Subsidiary Aims

  • To develop reading for gist in the context of news report.
  • To develop fluency when speaking about news reports.


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

T shows some famous news sources, such as BBC, The Guardian, The New York Times, and asks students what these pictures have in common. T then asks students what they think the topic of the lesson will be and what they are going to do.

Exposure (3-4 minutes) • To provide a model of production expected in coming tasks through reading

T presents a heading "The girl who fell from the sky" and asks students to predict what happened to the girl. T then shows the report itself and asks students to read and check if their predictions were right.

Highlighting (5-5 minutes) • To draw students attention to the structure and its features (number of sentences, purpose) of the news report

T shows students a news report one more time, but now paragraphs are given a letter. T asks students to match the paragraphs with the questions. Ss do the task individually. T then presents the answers on the slide and asks if students agree or disagree. T also pays attention to the number of paragraphs and the number of sentences in the introductory part and conclusion by asking questions: Which paragraphs are the shortest? (first and last) How many sentences are there? (1) T also highlights the citation features for the fourth paragraph: What is special about that part? (quotation marks) What do we use at the end of a quote before the person who said it? (a comma)

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

T presents some useful language to write a report on the slide and asks if students have any questions about that. T may also elicit which words will especially help to order the events in the report (firstly, later, finally, currently).

Productive Task 1 (12-13 minutes) • To provide an opportunity to develop fluency in writing

T sets a task to write a report using a heading "The (un)luckiest man". To help students teacher shares a padlet link with a sample and plan, as well as useful language and some pictures to generate ideas. At first, T gives 2-3 mins to think and make short notes, which are the answers for the planning points. T does a demo who to use the padlet for writing. T then checks the instructions: Are you going to write a full report or some notes? (Notes) Do you have questions that can help you? How many? (Yes. Five) Do you publish it? (No) T then asks students to start writing a report. T tells students they have 10 minutes and they should write 10-12 sentences T checks the instructions: How many sentences should you write? (10-12) How much time do you have? (10 minutes) Once time is over, T asks students to publish their writings.

Productive Task 2 (7-8 minutes) • To provide an opportunity to exchange the ideas and peer check their works

T puts students in pairs and asks them to discuss their news report using the check-list: Do you have the same or different ideas? Did you cover all questions? How many sentences did you write? Did you use some useful language? T double-checks the instructions: Do you share your screen? (yes) Do you need to read your news report if you share the screen? (no) If you can't share the screen, what do you do? (Read) T monitors student's writing and collects some examples for DEC.

Feedback (5-5 minutes) • To provide feedback on students' production (content)

T asks permission to share a written sample of one of the students. T gives some comments on the content and asks other students if they have similar or different ideas. T may also ask a bit more about the differences (what is different?).

DEC (5-5 minutes) • To develop students' accuracy

T presents some examples of good and bad language she notices in the reports and asks students to comment on it and correct it if needed.

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