Behzad
Demo Task 1
Demo Task 1
Materials
Main Aims
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To provide process writing practice of a Task1 in the context of Ielts
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• To select key features of different types of graphs, charts, and tables in order to describe them accurately. The focus is on charts/graphs •
Subsidiary Aims
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• To provide practice of technical terms for describing trends in Task1
Procedure (46-65 minutes)
T asks students to look at slide number1&2 and asks what comes to their minds. - try to elicit the context of the most important, less important, and "Key features " , bullet point -MFP for "Key Or Features
Tell students to complete Exercise 1 on their own and then compare answers with a partner. Whole class feedback -T gives Ex 1 page 14 to students. -Direct students' attention to the instructions and a question box. If necessary, brainstorm some vocab and example questions -ICCQ 1. Is it a pair work? yes 2. Are you going to match words in the box to visual information? Yes 3. .......?
While the Ss are working with the language, Teachers work with Ss. Any difficulties especially about the meaning of Ex 1, will be focused on and explained here. Slides are prepared for reviewing the possible difficult vocabulary.
1- T asks Ss to answer 6 first questions Elicit the first question from a confident student. Then allow students to work together . When finished, have students check in pairs. Go through the answers with the group. in case of difficulty , Teacher can solve the problem here 2- Ask the whole class to discuss questions 1-6. It could be pair/ individual ex 3- rest the same
1-T gives Ex 3 page 16 to students. -Direct students' attention to the instructions and a question box. If necessary, brainstorm some vocab and example questions -Demonstrates a conversation with a confident student. ICCQ -Can you do this ex alone? No - Are you going to find some errors? Yes - Are errors in Grammar and Vocabulary? no Students can swap roles several times. T Monitors, and goes through errors at the end. . Leave plenty of time for class discussion. To maximize student talking time, it’s best to put students in pairs, or small groups and change it frequently Try to have students work with people they haven’t spoken to in the other exercises. Students should read all the questions first, before beginning the discussion. 2- the importance of accuracy is explained with the Band descriptor. 3-key features/bullet points
1- Cambridge writing Task 1 is shown, one score below 5, another 6 2- Examiner comments will be compared with Band descriptors to show the importance of detecting key features.
