Lucas Lucas

Writing Lesson
Pre- intermediate. level

Description

In this lesson, students learn to provide practice of writing through guided discovery based on describing the place they live. The lesson starts with a lead-in introducing them to the topic. It is then followed by a gist task to provide students a model of the text type they will write. Then, they will highlight the useful language in the model text. The next task will be a short preparation about the writing task. The lesson will end by a writing task followed by a publishing activity and a DEC.

Materials

Edit?size=16&default=html Google Doc
Abc American English file 2
Abc Power point
Abc Zoom

Main Aims

  • To provide product writing practice of a text in the context of the place you live (written descriptive discourse)

Subsidiary Aims

  • -To develop students reading for detail skills to identify their classmate mistakes. - To review grammar, spelling.

Procedure

Lead-in (3 minutes) • To introduce and generate interest in the topic

Teacher ask students to elicit the lesson context by asking them If they can recognize some places and if there are a lot of things to say about those cities in general ? (cities are from my student's countries)

Gist Task / Model (3 minutes) • To lead the Ss into the general theme of the text; to provide a model of the text type.

Teacher asks students to Identify the text purpose. Teacher asks students to quickly fill out some gaps in a text model (to introduce them to "describing a place". Then teacher presents students the main lesson objective. (with general instructions.)

Language Focus (7 minutes) • To focus on the text structure; to introduce and highlight useful language for the task

Teacher quickly shows answers from the previous task & starts to ask students questions about the text structure ,tone and its purpose. (They elicit it). As it is a writing lesson, pronunciation is not the main field to cover here but the teacher can cover 2 words , such as "history" and "nature". Teacher models these words and asks students to elicit their stresses. Students identify stresses. Students repeat chorally and individually. Teacher asks if students have any questions about the text. Then ,Teacher covers the useful language students will need for their writing task. Teachers ask CCQ's to students to make sure they understand this useful language. (Where & when to use them in a sentence,which headings are appropriate depending on the context and the information students want to mention);

Preparation / Planning (2 minutes) • To give Ss thinking and note-taking time to organize ideas for the subsequent task

Teachers asks students to think about which place they are about to describe by using an example (Tokyo). Slide shows instructions concerning the text structure & the useful language to use. Students can take notes . This Slide shows students which information they will need to mention in their writing text. ICQ : " Are you going to describe Tokyo or the place you live ?" S: "The place we live".

Writing Task (15 minutes) • To provide authentic written practice using correct text type structure and target language presented

Teacher now asks students to write their own text on a Google Doc. This document contains directions to complete the task, but also some questions students will have to answer to on the next lesson step. (It prepares them to the next task). Students have to use an appropriate structure, tone, and use useful language studied before for this task. Students names are already on the document. Students have 15 minutes to complete the task. Meanwhile , teacher can monitor and pick up mistakes from students to prepare his DEC at the end of the lesson.

Publishing (8 minutes) • To provide practice in skimming & reading for details; to promote interest in what other Ss have written

After the writing task , students come back and teacher puts students in pairs to compare their answers . Students "auto evaluate" themselves , responding questions regarding their classmates work. Questions are related to the lesson aims. ( producing writing practice of a text in the context of the place you live , using an appropriate structure , headings and tone.)

Feedback on Content & Language (7 minutes) • To share a student’s work with the whole class; to highlight errors and any good language that Ss have used and promote peer correction

Teacher first focuses on what students did well. Then he uses different ways to correct students mistakes about spelling, layout, punctuation, grammar...

Web site designed by: Nikue