Kathy Kathy

Materials

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Main Aims

  • • By the end of the lesson, students will have practised writing an email in the context of giving holiday advice.

Subsidiary Aims

  • • By the end of the lesson, students will have understood MF and appropriacy of key language items.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

•T. shows some pictures of holiday activities and asks: What are they doing? •T. elicits responses from Ss (3 min) •OCFB (1 min)

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

•T. shows an email about giving holiday advice and has Ss read. (2 min) •Ss work in pairs in BOR and identify parts of the email. (3 min) •OCFB (2 min)

Useful Language (9-10 minutes) • To highlight and clarify useful language for coming productive tasks

• T. shares screen: 1) You should try local food while you're here. 2) Your family can go to the beach. CCQ: Can we use ¨should¨ and ¨can¨ to give advice and suggestions? (Yes) CCQ: After ¨should¨ and ¨can¨, do we use infinitive or gerund? (Infinitive) 3) I'd recommend staying in the city centre. CCQ: After ¨recommend¨, do we use infinitive or gerund? (Gerund) 4) Use this phrase to make recommendations: ...is a must-see (attraction). Ex: The castle is a must-see attraction. 5) Lovely / Great / Wonderful / NIce / Good. CCQ: Are these verbs or adjectives? (Adjectives)

Productive Task(s) (15-16 minutes) • To provide an opportunity to practice target productive skills

•T. shows email again. •Ss replicate the model and write giving holiday advice. (15 min)

Peer Correction and Feedback (6-7 minutes) • To provide feedback on students' production and use of language

• Peer correction, checklist: 1) Does the email have a salutation? 2) Is the reason for writing mentioned? 3) Are recommendations and suggestions described? 4) Is there a closing line? 5) Correct mistakes, final comments or suggestions. •OCFB and DEC

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