Hashem Eldawy Hashem Eldawy

writing a notice
intermediate level


Abc Hand-outs

Main Aims

  • To provide product writing practice of a notice in the context of announcements

Subsidiary Aims

  • To provide gist and scan reading practice using a text about notices at work in the context of announcements


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

T presents a picture that shows some notices. T asks Ss questions to start a discussion and to let them understand the meaning of a notice. "Where can you see these notices?" "What do they mean?" "Is the language used simple or complex?" Ss discuss with T

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

-T pre-teaches some vocabularies ( abbreviations, Pilates, crockery, a room to let or rent). -T introduces reading and asks students to answer a gest task. Ss think- pair- share. Then they check their answers from the answer key. -T asks Ss to read again in detail to answer the second task. Ss think- pair- share, then check their answers from the Answer Key. T makes sure that Ss don't want to ask about anything, then moves to the following stage.

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

-T attracts Ss' attention to the bold abbreviations and how widely they are used in writing notices. T Asks Ss to guess their meanings. T passes H.O and asks Ss to match the bold abbreviations from the text with their meanings. Ss Think-pair-share then check their answers from the Answer Key. - T elicits some other abbreviations and then asks Ss to match another H.O related to abbreviations. Ss Think-Pair-Share then check their answers from Answer Key.

Productive Task (1) (5-8 minutes) • To provide an opportunity to practice target productive skills

-T asks students to use abbreviations to write notices for information in Ex 4 (a) as a class. -T asks students to use abbreviations to write notices for information in Ex 4 ( b,c), they work alone. - Ss check answers in pairs then T demonstrates the possible answers.

Productive Task (2) (10-12 minutes) • give students Freer practice at writing

- T asks students to prepare their ideas by answering questions about something that they want to sell. - Ss work alone and make notes. - T asks students to use their answers to write a notice. - T asks students to give themselves marks according to the checklist.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

-T asks students to share their work with each other and give them peer feedback. - T monitors and give the students content and language feedback.

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