Erick Estrada Erick Estrada

TP7 Writing
pre-intermediate level

Description

This lesson will provide SS practice on identifying parts of and filling out a postcard. SS will explore structure and composition with proper use of tenses to express past and future experiences.

Materials

Main Aims

  • To provide SS product practice of a postcard in the context of travel.

Subsidiary Aims

  • To provide practice of past simple in the context of writing a postcard.
  • To provide practice of future tense with 'going to' in the context of writing a postcard
  • To provide SS process writing practice of a postcard in the context of travel.

Procedure

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

T welcomes everyone to class and sets context by asking "Where was the last place you went on holiday ?"T nominates one SS to answer "Did you have a good time ? " T nominates another SS "You are on holiday in a nice place. How do you tell your friends or family about it?" and "What do you think today’s lesson is about ?" T shows ss postcard slide " that's right" T- asks SS " Have you ever sent a postcard ? to who? "

Model analysis (12-15 minutes) • To provide SS a model of production expected in coming tasks through reading/listening

A) Gist/Layout - T shows SS a postcard on Canva T sends SS the link to the handout T tells SS" i want you to read the postcard and the four questions, and think about the answers you have 2 minutes." T asks ICQ " will you write anything ? " (no) "how much time do you have?" ( 2minutes) T asks CCQs "why do people use postcards?" (to share memories) "where is the writer? at home or abroad? " (abroad) "when the writer says 'it's going to be fantastic' is he talking about something that already happened?"(no it hasn't happened yet) "who does he send the postcard, friends or business partners?" (friends) T opens and sets BOR to one minute T monitors OCFB B)Language focus (formulaic) T tells ss to go to the handout again T models first activity (labeling) T instructs SS to complete handout alone and submit (6mins) T instructs ss to check answers and discuss with a partner T asks ICQs "who will you work with?" (alone, then with a partner) how much time will you have?" ( 6 mins) T opens and sets BOR to 6 minutes T monitors T closes BOR T asks FCQs "Do we need a preposition before 'two years ago'? Why or why not?" "Why does Rosie write 'Hi Everyone' instead of using just one name?" (writing out all the names would be awkward) "What do the 'xxx' at the end of Rosie's name mean? Is this formal or informal?" (kisses, informal) OCFB

Productive Task Writing (15-18 minutes) • To provide SS an opportunity to practice target productive skills

T gets ss attention" okay!' T tells SS " I will send you a second form." T opens form and demos 1st task on board T tells SS they will have 9 minutes to complete task with a partner and 6 minutes to discuss with a new partner T asks ICQs "Who will you work with"( a partner) how much time will you have to complete the task? ( 9mins) "after, will you discuss with the same partner or switch ? (switch) "how much time will you have to discuss? (6mins) T opens BOR 14 mins T monitors OCFB

Feedback and Error Correction (4-7 minutes) • To provide feedback on students' production and use of language

T asks SS whose postcard was your favorite? why? OCBF DEC

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