Amira Amira

Discourse: Text Patterns
Upper Inermediate level

Description

In this lesson, students learn about the arrangement of written discourse through learning about prevalent text patterns in i.e. description, cause and effect, problem solution and comparing and contrasting in different contexts. The lesson starts with a couple of questions on text patterns. Then a matching activity follows between the patterns and sentences exemplifying the patterns. Afterwards, a larger scale activity follows where students are introduced to these patterns in larger texts. Then, students are helped to identify specific words that manifest these different patterns. Finally, a critical thinking activity follows where students are invited to discuss why it is important to identify text patterns.

Materials

No materials added to this plan yet.

Main Aims

  • Recognize different text patterns in different contexts

Subsidiary Aims

  • Identify lexical items used in different text patterns

Procedure

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

Ask the following question/s about text patterns: - Can you think of the types of information that texts give us? [e.g. description, reasons, similarities, differences]

Exposure 1 (5 minutes) • To provide examples of patterns in smaller contexts i.e. sentences

Display sentences that exemplify text patterns and ask ss to match them. Instructions: ICQs:

Exposure 2 (8-10 minutes) • Recognize text patterns in a larger text chunks

Display texts and ask students to recognize the text pattern. Ask how they know this is the pattern e.g. what words make you think this is this pattern? Instructions: ICQs:

Language Analysis (15 minutes) • To clarify the meaning of lexical items manifesting text patterns

Students are asked to identify the lexical items manifesting text patterns in general and focusing on cause and effect in particular in texts. The meaning is discussed with them. Instructions: ICQs:

Language Practice (Flexi Stage) (10 minutes) • To provide students with practice of the task language

If there is time, students will be invited to discuss topics using the lexical items they distinguished in the lesson. Instructions: ICQs:

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