New lesson plan: Food Blog, Stuck in a rut

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Food Blog, Stuck in a rut - Upper Secondary 3 level

Food Blog, Stuck in a rut
Upper Secondary 3 level

Description

This lesson is divided into two parts. During the first hour of the class, Ss will review and practice skills for writing a food blog. They will engage in writing and speaking tasks to improve sentence structure which will set them up for success in writing their own food blogs. In the second hour, Ss will review and practice using vocabulary used while talking about making a life change. They will engage in speaking, reading and listening activities related to making a life change.

Materials

No materials added to this plan yet.

Main Aims

For Ss, to focus on and practice writing a food blog. For Ss, to clarify and practice vocabulary in the context of making a life change.

Subsidiary Aims

For Ss, to practice reading for specific information and to draw inference in the context of making a life change.

Procedure (68-91 minutes)

Lead in (5-6 minutes) • To activate students' schemata

The word BLOG is displayed on the board and Ss are asked to discuss the following in pairs: What is a blog? Do you think it is helpful? Why / why not? Ss share their answers with the class.

Reading Practice (6-8 minutes) • For Ss, to practice using conjunctions in sentences and read to draw inference.

Ss are given a HO of a blog with missing conjunctions. They are asked to fill in the gaps with conjunctions. Ss are asekd to work alone.

Feedback (4-5 minutes) • For Ss to check their answers

Once the task is completed, Ss check their answers with each other and then the answers are displayed on the IWB.

Language Input (8-10 minutes) • For Ss to review the use of conjunctions in sentences.

Ss review the following conjunctions: and, also, because, but, so Tr. displays a few sentences on the board and asks Ss to join these sentences using the correct conjunctions. I rang the bell __________ no one answered. My friend plays tennis _____ football. I was thirsty ____ I drank a glass of water. She can paint well, _____ she can’t cook. I learn English. I ________ learn French. Tr check understanding / meaning of conjunctions by asking Ss CCQs. For example: I love chocolate. I also love pizza. Jane speaks French. Frank also speaks French. Is the sentence negative or positive? What does it tell you? Can we use also in a negative sentence? Can we use another connective instead of also? Will it change the meaning / structure of the sentence? Tr asks Ss to read the sentences loudly to check pronunciation. Ss are asked to repeat the sentences individually and in groups. Tr asks Ss to mark the word stress in the sentences. Tr asks Ss : Can you write the form of this sentence - I also learn French. Subj + connective + verb + the rest of the sentence He plays tennis and football. Subj + verb + noun + connective + noun

Controlled written practice (4-5 minutes) • For Ss, to practice using conjunctions in sentences.

Ss are given a HO on connectives and are asked to fill in the gaps with the correct conjunctions. Ss work alone.

Reading Practice (6-8 minutes) • For Ss to practice reading to draw inference.

Ss are given a HO of a text on a food blog. Task 1: They are instructed to underline the connectives in the text. PC and WCFB is done. Task 2: Questions are displayed on the board, one by one. Ss are asked to work in pairs and answer the questions. Who do you think is the audience? Think of another title for the blog. What is your opinion of this blog?

Restricted Speaking Practice (6-9 minutes) • For Ss to focus on the steps/style involved in writing a blog.

the following question is displayed on the board and Ss are instructed to discuss them in pairs. What steps would you follow while writing a blog? Ss share their answers with the class. Tr. writes their answers on the board and class discuss on the same.

Language Input: Controlled written practice (7-10 minutes) • For Ss, to practice reading for gist and to draw inference in the context of making a life change.

Ss are given a HO of the text on making a life change. Prepositions are missing from the text. Ss are asked to fill in the gaps. Once the task is complete, peer checking is done. During WCFB, the answers are displayed on the board and Ss are questioned: What words were missing? (prepositions) Tr asks Ss to underline and identify the word before the prepositions. A few verbs with prepositions are displayed on the board. look for, think about, go back,....

Less controlled Written Practice (10-15 minutes) • To practice writing a food blog

Ss work in pairs. They are instructed to write two paragraphs of five sentences each. Ss are given a few topics to choose from. They are also encouraged to choose any topic of their choice.

Lead in (5-6 minutes) • To activate students' schemata.

The following sentence is displayed on the board : The only thing constant is CHANGE. Ss discuss the following in pairs: What does this sentence mean? Do you think change is necessary? Why / Why not? What would you like to change in your life? Why? Ss share their answers with class. This activity leads in to the next stage : Reading Practice

Feedback and Error correction (7-9 minutes) • Ss to understand and check the given task

Once the written task is completed, Ss exchange and check their work. Before they exchange their blogs, tr sets instructions. She asks them to look for the following while checking the blogs. - Check if the correct connective is used. - Check if the word order is correct. Ss set to check the blogs. Tr monitors and notes down most common mistakes while Ss are checking the blogs. Delayed error correction is done.