- T uses the writing in Task 1 as a model of a table description: T asks one student to read out the the model writing and elicits the features of a table description * The organisation [r]
(1)Date of preparation: Date of teaching : Period: Unit 5: illiteracy Lesson 4: Writing A Aims Objectives : By the end of the lesson, sts will be able to: - Interpret information presented in tables - Identify language to be used for describing tables - Write descriptions of tables Teaching aids: - blackboard, chalk, handouts, - textbook, lesson plan, B Procedures Time Teacher’s activities Student’s activities I Organization - The monitor reports the number - T checks the number of students of students in his/her class to the and asks Ss to make some class teacher arrangement II Checking the old lesson mins - talk about which is more - T calls on student to talk about essential for better learning, good which is more essential for better teachers or good textbooks learning, good teachers or good textbooks? - listen to the T - T gives comments and mark III New lesson Warm- up: mins A matching game - get the handouts and match - T divides the class into small groups of 3-4 sts Then T distributes the following handouts for sts to the matching task in their group Which group finishes first and has the correct answers will be the winner - note down - T elicits more expressions, sums up and writes them on the board Verb Noun Increase/ Rise A slight increase Decrease Fall/drop A sharp fall remain Lop11.com (2) - T introduces to the topic of the lesson: Writing a description of tables (Handouts: Match the expressions with the correct graphs) Task - T gets sts to read the task requirements and work on the task with a peer - T calls on some sts to read out their answers and checks with the class - T uses the writing in Task as a model of a table description: (T asks one student to read out the the model writing and elicits the features of a table description) * The organisation + Topic sentence: tells what the table is about- time, location + Supporting sentences: a sentence that sums up the general trend and some other sentences describe the table in detail + Concluding sentence: summarises the main points * Language use: present simple tense or past simple tense Answer to task 1 varied rise declined different went up dramatically Task - T tells sts that before they describe a table, they need to spend time analysing it and organising the information in the most logical order Eg: Sts must understand the topic, general trend of the table - T tells sts to study the table in task and analyse it with a friend by asking these questions - get general information mins - read the task requirements and work on the task with a peer - read out their answers - read the model writing and give some information - note down 18 mins - listen carefully and copy down - study the table and analyse it Then answer the questions Lop11.com (3) + What is the topic? Does it describe the past, present or future? + What patterns are shown? + What about ? - T checks the answers with the whole class - T goes around to check and offer help - T asks sts to work in pairs and correct each other’s writing Feedback on sts’ writing - T chooses one description and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards T draw sts’ attention to the organization of description and the language use, especially the verb tenses and expressions of changes IV Consolidation - T summarises the main points of the lesson V Homework - T asks sts to write a description of a table they see in the newspaper (any table) VI Feedback Good points - check together amd write up a description individually - ask for help if necessary - correct each other’s writing mins - listen carefully - give corrective feedback and listen carefully - take note mins - listen and note down - take note and at home Weak points Lop11.com (4)