Bilal SAĞLAM Bilal SAĞLAM

Narrative writing
Pre- intermediate, A2 level

Description

In this lesson, Students learn how to write a story by using narrative tenses, some sequencing phrases and adjectives. The lesson begins with a photo story. The ss learn some phrases and adjectives in the first model photo story and then they practice and produce another photo story by doing controlled and semi-controlled activities.

Materials

Abc A power point presentation
Abc computer, projector
Abc course book
Abc flashcards
Abc matching vocabulary handout
Abc paper cut ups
Www.google photos
Abc white board
Abc unjumbling the sentences
Abc worksheet
Abc A power point presentation
Abc A power point presentation
Abc A power point presentation
Abc A power point presentation
Abc A power point presentation
Abc A power point presentation
Abc A power point presentation

Main Aims

  • To provide product writing practice of a story in the context of the burglar who fell asleep.

Subsidiary Aims

  • To provide practice of sequencing phrases in the context of "the burglar who fell asleep" and "a fishy tale".
  • To provide fluency speaking practice in a story telling in the context of "fishy tale" and "a burglar's funny story"

Procedure

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

The teacher shows the first and last pictures of a picture story and want the students to guess what happened first and what happened in the end. The ss try to guess what the story is about and what happened in the end by discussing in pairs .

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

The teacher provides the model story. The ss put the pictures into correct order in the picture story and then they match the sentences with the suitable pictures. The teacher sticks the pictures and some sequencing phrases on the board and the ss put the sentences under each picture and then The teacher wants the ss to add the sequencing phrases into the sentences.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher writes some sequencing phrases on the board and explains where and how to use them. The teacher highlights and clarify the functions and meaning of the phrases

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

The teacher gives the cut up pictures of the story and the ss put them into the correct order. The teacher elicits the true order from the ss and ask them questions about the picture story. If the teacher gets good feedback from the ss, he wants them to write the sentences about the story. After checking the sentences of the ss, the teacher wants them to rewrite the story by using some sequencing phrases and adjectives. ıf the teacher gets poor feedback, he gives the ss jumbled sentences and the ss make meaningful sentences and then the Teacher wants them to rewrite the story by using some sequencing phrases and adjectives.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The ss compare their stories with their peers.The teacher provides feedback with the written form of the story and the students correct their errors with the teacher and they make the last draft of their stories.

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