Oksana Oksana

Writing: A story
B2.1 level

Description

In this lesson students will write a story about an unpleasant day using past tenses, which they learned at their previous lesson.

Materials

Abc Gold Experience B1+ Student's book
Abc PPT presentation

Main Aims

  • By the end of the lesson students will have written a story in the context of describing a day when everything went wrong using target grammar (different past forms) and vocabulary items (similes).

Subsidiary Aims

  • To revise the use of past tenses
  • To develop planning skills
  • To provide clarification of similes in the context of feelings

Procedure

Lead-in (4-6 minutes) • To set lesson context and engage students

I had a horrible day yesterday. Look at the pictures. Try to guess what happened. PPT: SS try to guess what happened to the teacher. Prompt the use of past forms. Now, open your student's books on page 32. With a partner, discuss the questions in ex 1. Give examples. Find 1 similarity and 1 difference. SB: SS discuss the ideas in pairs. FB: What do you have in common with your parnter? What is different?

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

MODEL TEXT ANALYSIS PPT: Elicit blocking vocabulary items from SS: - complicated; - washbasin. Check meaning. Drill pronunciation. Elicit form. SB: Now, read the text in ex 3 called A Difficult Week. Which things from ex 1 happened to the boy? FB: Elicit ideas from an individual student. SB: Now, read the writing task in ex 2. Underline the key words. FB: Elicit ideas from an individual student. Who will read the story? (The readers of a school magazine) What should the style be? (Informal) SB: Now, please do the task in ex 3. FB: Elicit ideas from an individual student. Did the writer follow all the points the task? Is the style appropriate? FOCUS ON GRAMMAR: SB: Read the first 2 paragraphs of the story. Underline the examples of past simple/continuous/perfect. FB: Elicit ideas from an individual student. Which tense do we use for main events? (Simple) For backgrounf events? (Continuous) For events which had finished before the story? (Perfect) SB: Find examples of present or future tenses. FB: Elicit ideas from an individual student. Why is it a good idea to use direct speech in a story? (Makes it more interesting to read)

Useful Language (12-15 minutes) • To highlight and clarify useful language for coming productive tasks

FOCUS ON VOCABULARY PPT: Look at these 2 sentences. Are they interesting? Good enough for B2 level? What can make them better? FB: Elicit adjectives/adverbs to complete the sentences. Can we do the same in our story? (Yes) SB: Do the task in ex 4. Compare with a partner. FB: Show answers online SB: Now, do ex 5. Compare in groups. Do you have any similar ideas? FB: Elicit answers from idividual students. FOCUS ON SIMILES PPT: Read the sentence. Could he really fly? (No) Did he feel like it? (Yes) What part of the sentence gives you this idea? (As if he could fly) Is it possible to replace "as if" with "like"? (Yes) SB:Check your ideas in the box in ex 6. FB: Elicit answers OC. SB: Read the stry again. Find a simile. With a partner, answer the questions in ex 6. FB: Elicit answers from individual students. SB: Let's try to check how well we understand similes and do ex 7 together. FB: Elicit ideas OC.

Organization (4-6 minutes) • To provide students with a suitable plan for completeing the task successfully

SB: Look at the story in ex 3 again. How many paragraphs does it have? (Four) With a partner, decide what is the main topic of each paragraph. FB: Elicit ideas from individual students. SB: Underline the phrases in the story which help us to understand the order of events, e.g. all the previous weekend. FB: Elicit ideas from individual students. SB: Let's circle all the other words and phrases which might be useful. FB: Elicit ideas OC and underline online.

Productive Task(s) (20-30 minutes) • To provide an opportunity to practice target productive skills

SB: Read the task for ex 8. Underline the key words. Talk to a partner, discuss the questions. FB: Elicit ideas from individual students on whiteboard. Whiteboard: Choose 2-3 things which you will include in your story. SB: Choose 3-4 adjectives and adverbs from ex 4 or think of your own ideas. Think how you felt in one point in the story. Create a simile to describe it. Planning: Now, in 3 minutes, make a plan for your story. Make 4 paragraphs. For each paragraph, write what it will be about. Work in groups and compare your ideas. What do you like about them? FB: Elicit ideas from individual students. Writing: Your story must have 140-190 words. You have 20 minutes now to write your stories. Please, do it in Microsoft word or a similar programme. PPT: Read your story quickly. Look at this checklist. Does your story have all these features?

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

Padlet: Follow the link and post your stories here. Read and like the best stories. FB: Elicit from individual students. Which story did you like best? Why?

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