2.2. Lesson plan sand activities on the topic
Lesson One
Topic: People and personality (Personal descriptions)
Writing focus: Listing
Language focus: Order of adjectives
Lesson aims: to break the ice and help students to know each other better;
to introduce the way of making a list;
Materials: 1. Littlejohn, A., Writing 1, Cambridge University Press
2. Stephens, M., Practice Writing, Longman
Lesson duration: 80 min
Students’ level: B1
Activity
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Objective
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Procedure
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Duration
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Mode of interaction
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Materials
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Personal descriptions
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to let students to introduce themselves in descriptive way
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Students should write a few words about themselves on a piece of paper. Teacher gathers everybody’s descriptions and put them together in a pile or envelope. Then teacher chooses one and read it aloud. Students should guess who is described.
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15 min
|
Individual, whole class
|
Ex 2, p. 9., Writing 1
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Likes and dislikes
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to be aware of the right way of making lists
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Teacher distributes handout 1 and asks students to do the task. Then she asks some students to share their list with the whole class and puts some of the examples on the board. On the way teacher explains the right way of listing things: keeping the same form as nouns or gerund, etc., using small letters in the list order, etc.
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30 min.
|
Individual,
Pair work
Whole class
|
Handout 1 (adapted from Ex 2, p 3, Writing 1)
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True and false facts
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to use facts to describe a person
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Teacher reads some sentences about the author of the book Writing 1. Students should guess which sentences are true and which are untrue.
Then students will write some sentences about themselves using factual examples. Some of the facts should be untrue. Students give their sentences to each other to read. They should guess which are true and which are untrue.
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20 min
|
Whole class,
Pair work
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Handout 2 (Writing 1, Ex. 4, p.10)
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Writing course content
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to introduce the content of the course and to let students to reflect on their likes and dislikes about writing
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Teacher gives the list of topics which students will cover in this course. Students divide their notebook into two columns and write examples for each column.
I like (writing letters, using complex sentences..)
I don’t like (using punctuation marks, making plan…)
Teacher puts students in groups of three and students share their list with each other in the group.
She elicits from each group some examples about what they like and what they don’t like in writing and puts these examples on the poster. Teacher tells students that they will refer to this poster (list) at the end of the course to check whether their opinions have been changed.
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20 min
|
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Handout 3, Students’ notebook, flipchart paper
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Activity
|
Objective
|
Procedure
|
Duration
|
Mode of interaction
|
Materials
|
Personal description
|
to let students to introduce themselves in descriptive way
|
Students should write a few words about themselves on a piece of paper. Teacher gathers everybody’s descriptions and put them together in a pile or envelope. Then teacher chooses one and read it aloud. Students should guess who is described.
|
15 min
|
Individual, whole class
|
Ex 2, p. 9., Writing 1
|
Likes and dislikes
|
to be aware of the right way of making lists
|
Teacher distributes handout 1 and asks students to do the task. Then she asks some students to share their list with the whole class and puts some of the examples on the board. On the way teacher explains the right way of listing things: keeping the same form as nouns or gerund, etc., using small letters in the list order, etc.
|
30 min.
|
Individual,
Pair work
Whole class
|
Handout 1 (adapted from Ex 2, p 3, Writing 1)
|
True and false facts
|
to use facts to describe a person
|
Teacher reads some sentences about the author of the book Writing 1. Students should guess which sentences are true and which are untrue.
Then students will write some sentences about themselves using factual examples. Some of the facts should be untrue. Students give their sentences to each other to read. They should guess which are true.
|
20 min
|
Whole class,
Pair work
|
Handout 2 (Writing 1, Ex. 4, p.10)
|
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