Nada Nada

Writing lesson about natural disasters and bad experiences
Grade 5 level

Description

In this lesson, students practice writing a story about a bad experience or natural disaster. the lesson starts by guessing the content of the unit ( scary experiences) by listening to the recording. Students then work in groups to put the sentences in order of a story, then write a paragraph about natural disasters and the teacher gives feedback. At the end, the students write writing about natural disasters.

Materials

Abc CD player
Abc coursebook
Abc Flashcards
Abc papers
Abc whiteboard
Abc smartboard
Abc CD player

Main Aims

  • To provide process writing practice of a story in the context of bad experience or natural disaster.

Subsidiary Aims

  • To provide an opportunity to practice writing a story (productive skill) with reading (receptive skill).
  • To set lesson context and engage students.
  • To read for gist and predict the in coming tasks through reading/listening.
  • To provide feedback on students' writings and use of language.
  • To put events in order and give a summary of a story.
  • To give controlled written practice about natural disasters.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students.

The teacher asks students to look at the picture and the title and elicit guesses as to what Unit 2C is about (a story about a scary experience)

Exposure (4-7 minutes) • To read for gist and predict the in coming tasks through reading/listening.

The teacher directs students' attention to the picture in unit 2C, then plays the recording and asks students to listen and make guesses about what the story is about. The teacher allows students time to read the story and check if their guesses were correct. The teacher then drives students' attention to the text and that they are going to write writing write it ( a bad experience and natural disasters).

Useful Language (8-10 minutes) • To put events in order and give a summary of a story.

The teacher asks the students to work in groups and distributes papers to each group, on the papers, there is a story, formed of sentences (not in order), the teacher asks the students to put the events in order to form the story. The teacher tries to make the activity more challenging and tells them the first group to finish will win a prize (The teacher already has a treasure box in which students find their presents). The teacher monitors to help students who are in trouble, checks the answers, and corrects the mistakes.

Think- pair- share (7-10 minutes) • To give controlled written practice about natural disasters.

The teacher distributes some flashcards with pictures of natural disasters on them. The teacher asks students to think of the natural disaster in the flashcards and imagine a story about it. The teacher asks students with the same pictures to pair together and write a good story. The teacher then asks various students to share their writings with the whole class.

Feedback and Error Correction (7-9 minutes) • To provide feedback on students' writings and use of language.

The teacher collects all the writings and gives feedback to the students, students are allowed to discuss with the teacher.

Writing task. (10-15 minutes) • To provide an opportunity to practice writing a story (productive skill) with reading (receptive skill).

In the beginning, the teacher points out that before writing a story, one should think of the events to be able to write them in chronological order to help the reader to follow the story. The teacher may show the students (on the smartboard) two examples of stories, one with events in chronological order, and the other one without chronological order in the events, teacher then asks the students which one is better. The teacher brainstorms with the class first for unusual experiences (e.g. earthquake, flood, etc.)The teacher plays music and asks the students to imagine and write their stories. The teacher allows students some time to write their writings, then asks various students to read their writing to the whole class. Students can correct mistakes for each other. ( peer correction)

Web site designed by: Nikue