intermediate, Grade 5, A2 to B1 level
To provide process writing practice of an adventure story in the context of adventures
To provide specific information listening practice using a text about finding camping tools in the context of adventures
Procedure (64-70 minutes)
T plays the song of the unit (adventures) SS perform the song as they have been taught earlier.
Brainstorming: (5-7 ms) -T focuses Ss' attention to the map of the previous lesson and says: "We are going camping, what tools do you think we will need?" -T elicits ideas from the class and writes them on a mind map on the board. - T plays the audio for Ss to check and/ or add more ideas. - Ss listen and take notes in their notebook. - T provides feedback through a whole class discussion. T tells the class that they will write an adventure story and elicits the components of a clever story on the board: "What are the components of a story?" T elicits and adds to the same mind map on the board. characters settings (place + time) events (beginning, middle, and end) planning: (6-8 ms) Ss discuss in pairs the main ideas of their stories and jot down in their notebooks. T focuses the Ss attention to the words in the box, Activity 16, p. 29 T monitors and provides help.
T gives Ss time to draft their stories. For differentiation, T focuses Ss' attention on the adventures of the song to make use of the structure using "when- while", PB, P27. Instructions: - Now look at the prompt at the bottom of the page, which tense is this? = past - What is the linking word used? = when - who can complete this sentence? (T elicits many answers) -You can use extra ideas from the song, page 27. Now you have 10 minutes of drafting. T sets the timer.
- T asks Ss to check their first attempt in pairs - SS take time exchanging ideas and help each other improve - T monitors carefully and praises Ss' attempts - T writes difficult words that the Ss' ask about on board for common benefits. (due to the number of the class, this stage may take a longer time)
SS check their writing and this time they will focus on the writing codes that the T elicits: G= grammar P= punctuation Sp= Spelling .
SS sit in groups of 5 and read their stories T monitors and takes notes
T praises the class and their good job T discusses the common mistakes on board T takes all the writings to check outside the classroom and provide double feedback in a later session. T allows the Ss to give feedback on the session (Two stars and a wish)