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49 Comments

hespa001 · June 6, 2019 at 10:22 pm

Ask students to re-write a news article as a blog post, first by writing a plan out. After 5 minutes ask some of the class to share their plans. Assess how the students are grasping the task. If they are struggling give them some sentences for scaffolding to assist their writing. Continue with the task and ask some students to present their work at the end. Ask students to peer mark each others work according to a set of criteria for that style of writing. Helps students to evaluate how to write in that style and for the teachers to assess how well students are grasping and adapting to the different writing style.

jackmainwaring · June 9, 2019 at 6:28 pm

Using a ‘rotating story’ idea for a writing lesson.
1. Students are split into small groups and each group assigned an initial writing medium (e.g. newspaper article summary, postcard, job application, letter to a friend).

2. One member in each group begins by writing a first sentence for their assigned writing piece. The piece is then passed around the circle, with each group member adding a sentence of text. The students should aim to complete the piece of writing after having been passed around 2-3 times, so that they can think about the structure of the writing, as well as it being appropriate for its purpose.

3. Once completed, the teacher should then read the completed text and offer any suggestions as to how it could be improved. Alternatively, if time allows, the text could be passed around the group, or to another group, who could read it themselves and offer any suggestions back to the original authors.

4. If students find it difficult to come up with sentences to add, the teacher can provide additional scaffolding by suggesting appropriate sentence starters relevant to the specific writing mediums.

Sneha Lala · June 11, 2019 at 8:57 pm

Activity: The sentence: ‘I went to the shops and I bought my favourite food’ is split up into different sections: ‘I went’, ‘to the’ ‘shops’, ‘and’, I bought’, ‘my’, ‘favourite’ and food. In pairs the students are given the split up sentence in a random order and need to reorder it to create the correct sentence.

Assessment: I will walk around the classroom to see if students are successful.

Feedback: If they are struggling I will put them in groups of four and see if they are more successful. I will provide assistance to those who are really struggling. If they find the activity hard, I know to go over sentence structures more carefully.

jla2g18 · June 13, 2019 at 11:25 am

Provide the students with postcards and ask them to write about a recent event as if they are telling a friend.

Assess how comfortable the students are with the task by walking around the classroom and talking to them, and after 5 minutes write example sentence structures on the board if it seems that the class is struggling.

After another 5 minutes use traffic light system to assess the classes general attitude to the task and provide access to “cheat sheets” with example sentences and vocabulary, and give assistance topupils that may be finding the task more difficult.

Evie Burrows · June 13, 2019 at 7:08 pm

Students are encouraged to write a social media post! They get to choose what it is about based on their interests. An advantage of social media posts is that they are rather short, so could (hopefully) be manageable in a 15 minute learning cycle.
1. Start off with some examples on the board. Provide vocabulary on the board by asking students for relevant words, write these out in spider diagrams.
2. Students are encouraged to come up with ideas for their post, they can discuss in groups while the teacher assesses how this is going by listening. (This part should not be too long as we only have 15 minutes!) If it is going well, encourage students to start writing. If students are experiencing difficulties, give them some ideas or encourage other students to give them ideas or explain the activity to them (the traffic-light system could also be used here).
3. Students write their post. This can be made more fun by adding in a creative aspect: drawing the frames and adding pictures. The teacher gives help to red light students.
4. A green light student is encouraged to present their work in front of the class.
This activity encourages students to write, but it is quite short so that they can remain engaged. The creative aspect and the relevance to their lives as well as the free choice of topic should make the activity interesting. It also helps them practice writing in more informal styles.

Leandra Thomson · June 20, 2019 at 2:33 pm

Students are asked to write an invite letter for a future birthday party. This letter can be directed toward friends, family or peers. Sample sentences are provided with blanks so that students can personalize their own invitation while following proper format. Once the instructions have been given, students are released to work freely and are encouraged to share ideas and ask questions with peers. The teacher will walk around the class and assess whether the students are grasping the instructions and concepts. If students are having difficulty, the teacher can then either provide simpler set of sample sentences to those struggling or explain the sample sentences in further detail. This activity will support students’ writing abilities through the use of proper sentence structure and invitation format.

Patricia-Ioana Sfagau · June 20, 2019 at 3:29 pm

The topic of the lesson would be writing emails. In the lesson students would be introduced different formality levels emails and they would be given printed examples.
When the time comes for the learning cycle stundents would be divided in groups. Each group gets to chose one of the email examples: formal, informal and semi-formal.
For the first 5 minuets students get to discuss in group what they are going to write about, who is the addressee and the topic. For the next 10 minuets students would collaborate and put together the emal. For the final 5 minuets each groups delegates a representer that reads the email out loud and the other listen.

GeorgiaHarris · June 21, 2019 at 4:26 pm

Describing a fun day out.
Teacher asks for suggestions from the class for places people might want to visit, what they would see, how they would feel, what they would eat and the words are written up on the board at the front.
Simple sentence structures are also written up as prompts.
(5 mins)
Students get into groups of around 5, they take it in turns to say a sentence each describing the day out. Each sentence must link to the previous one, so that they are all working together to describes the same day out and have to listen to what others in their group have said. The teacher can walk around to see how students are progressing with the activity and sit with groups that are finding the task more challenging.
(10 mins)
For groups that find this more straight forward and put together a good story within the time, can then draw a picture of them all on this day out and write a caption for the picture, as if they were going to share it with friends on a social media page.

Emma Walsh · June 23, 2019 at 1:49 pm

The writing activity is writing a postcard home from a travel destination, describing what they have been doing there. This activity will support students developing their sentence and writing structure by writing descriptions in clear sentences, as well as developing the ability to write for a specific audience (family/friends) and purpose (to inform them of what they have been doing on their trip). The teacher can then walk around the class and see how students are doing. Those that are struggling can be provided with some example sentences with gaps for scaffolding to help them with their sentence and writing structure. These postcards can then be swapped in groups with other students for peer feedback, with a ‘marking criteria’ sheet with guidance for what techniques to look for in the writing. In groups, students can then collate the best ideas to produce a model postcard with all the best writing techniques from different student’s work, that can then be shared to the rest of the class.

    Emma Walsh · June 23, 2019 at 1:59 pm

    *Correction, 15 minute learning cycle: students could work together in groups to fill in gaps in a short exemplar postcard with specific details of their trip at a given location, and then feedback to the rest of the class. A further activity after this 15 minutes, depending on how confident students were with this shorter activity, could be to create their own more detailed postcards.

ear42 · June 23, 2019 at 4:17 pm

Activity: Storyboard: Students are given a set of pictures showing a story. The students write a description of each scene/annotate each picture in order to tell the story in words.
Assessment: The teacher could go around the class during the task asking questions to prompt further description of the images. Once the task is completed students can compare their stories in groups and give feedback to each other. For an extended task each group could then present the best story as a role-play to the rest of the class.
Feedback: If the students are struggling with the activity, the teacher could give example sentence on the board or list of words that could be used.

    ear42 · June 23, 2019 at 4:23 pm

    The example sentences would be those of a variety of sentence structures in order to familiarise the students’ to different sentence types.

Lizzie Avery · June 24, 2019 at 10:47 am

Chosen activity: Rotating story.

Activity: Each student plans out a short story before writing the first sentence or first few sentences (depending on their ability) of that story at the top of a piece of paper. They then pass that to the student to their right, receiving the start of a new story from their left. Once they have read the opening sentence to another person’s story, they then add to the story with their own sentence(s) and rotate it as before. Aim to have at least 3 or 4 people add to each story before it is passed back to the original author.

Assessment: During the activity, the teacher should go around the classroom observing, checking their writing as he/she goes around and gently correcting and making suggestions if necessary (being careful not to interrupt their flow). At the end of the activity, the teacher should ask one or two students at random to read aloud their story. This helps students practice their reading skills as well as writing skills so that their spoken fluency and pronunciation improves.

Feedback: When the students are reading aloud their stories if key structures are not in place (such as: then, afterwards, next, before etc) the teacher could provide some example sentences or reword those provided to include them.

This activity is great for developing structure in writing since students’ need to make sure their sentence follows on from the previous one (it also encourages them to use words that indicate structure such as next, then, suddenly etc.). It also integrates reading and writing skills since students’ have to read and understand the above sentences before writing their own. To develop audience and purpose, either the teacher could instruct that all the stories need to be written for young children (for example) or the students themselves could decide who their audience is and write it at the top of the page. Similarly, a genre could be given such as comedy or tragedy etc so the students know whether their purpose is to make the audience laugh, cry etc. The other students would then have to keep this audience and purpose in mind as the story is passed around. Bear in mind that genre may be too challenging for younger students or those at a beginner level, but just writing creatively is giving them a purpose to their writing.

Ross Moncrieff · June 25, 2019 at 12:43 pm

Writing a newspaper report provides a good overall structure for the writing. The students would be instructed to write a newspaper report on a topic of their choice which contains an introduction, details what happened (where, when and why) and then gives an opinion on it (was it good or not). They will be encouraged to signpost clearly each of these sections by using personal pronouns when giving an opinion but relating things in third person when talking about other events. Giving them the opportunity to choose their topic also caters to the students’ own individual interests, helping them to engage with the lesson.

mifei99 · June 25, 2019 at 10:46 pm

Rotating story exercise to be used to write a superhero story as a class.
This activity encourages students to write long and complex sentences in order to continue an exciting narrative, thereby pushing them to practice using more complex sentence structures.
The teacher will instruct the students to use discourse markers to show how their sentence relates to the rest of the story. Trying to fit their ideas into an already existing narrative and the need to make the purpose of their sentence clear to the students that will help write the story afterwards will encourage students to work on their writing structure.

Andrés López Schrader · June 26, 2019 at 8:47 am

Activity: Rotating story about a leaf, starting in Spring and ending in Winter. Each group of 4/5 students will come up with a different story. Objective is to use the words that are written on the board (Seasons, trees, rain, snow, sunny, windy, etc). Students will have a chance to present the story to the class in acting form, and it is the other team’s responsibility to rewrite the story that was acted out.

Assessment: Walk around the class while the initial stories are being written and observe sentence structures and conjugation of verbs (either present or past tense).

Feedback: Collect stories and provide direct feedback by reviewing any concepts that may have not consolidated, like irregular past tenses and plural forms.

juliazlot · June 26, 2019 at 11:53 am

Activity: students are split up into smaller groups and asked to create a rotating story starting with the phrase “last summer, I…”
Assessment: I would wonder around the class to see how the groups are getting on and offer some assistance were necessary.
Feedback: I choose one student from the group at random to read out the story to the rest of the class, and we all correct any mistakes together.

jsm89 · June 26, 2019 at 11:57 am

Activity:
The students could pretend to write a text to their friends/families describing and explaining what they have learnt about the current topic. This wouldn’t need to be detailed, and the text context implies relatively informal writing, but they should focus on spelling the key words correctly and the flow of the writing.
Assessment:
I would walk around and observe the work, asking occasional questions to present a different way of thinking or to encourage the students to double check their working.
Feedback:
Those students who have shown more confidence/are willing to would be invited to read aloud their text message. I would then ask the rest of the class what they thought was good/bad etc

louisajc · June 26, 2019 at 2:54 pm

Activity: Create posters on volcanos and how they work. Encourage children to use the specific vocabulary by labelling diagrams, and writing brief descriptions on the posters. Use adjectives to describe the volcano’s physical appearance.
Assessment: The teacher would circulate the classroom, available to help children who seek assistance or appear to be struggling.
Feedback: The teacher would provide suggestions of how to improve the written element of their posters, whilst taking care to appreciate the creativity of the design of the poster too. The students with particularly good posters may be asked to explain their poster and written work to the class. The children may then use the traffic lights system to establish whether they found the task difficult.

Stephen Grech · June 26, 2019 at 5:23 pm

The students will be given different scenarios such as; they went to a restaurant with bad customer service or good customer service and they will be asked to write a formal letter of complaint or a good review (the students will be split between the scenarios). They will read these out to each other allowing us to assess what they have written together. After this they will be told to think of their favourite food and write out a recipe for it (using commands). These 2 activities incorporate the use of writing and transforming different language styles.

SammyLappage · June 27, 2019 at 12:26 am

Activity= Students will write postcards for their families describing their week at the summer camp. Students are encouraged to think about the purpose of the text (informing and describing) and the specific audience (family member/s). They are also encouraged to use full sentences with punctuation.
Assessment= Students will be in pairs and will read their peer’s postcard. The teacher will listen and observe the student’s peer review.
Feedback= Students will give each other 2 stars and a wish to describe what they did well and what they could improve/add. The teacher will also give verbal feedback to students as they walk around the classroom looking at the postcards.

sk948 · June 27, 2019 at 6:19 pm

1. Give presentation on my city.
2. Introduce words and connectors for describing cities.
3. In pairs, ask questions on cities that appear on the board, have speaking discussions.
4. Write about my city using new words and connectors from the start – see how many they can incorporate.
5. Offer opportunity for students reading out their answers.

angolanta · June 28, 2019 at 8:07 am

Activity: Split the classroom in two groups. Have a list of new vocabulary and phrases on the day’s lesson (e.g. weather, seasons) on the board and ask the students to use them in a story. The story should pass from one student of the team to the next so that everyone writes at least one sentence. Explain that the story needs to have a beginning, action and end and some coherence. Encourage the students to re-read the story before their go.

Assessment: Ask a student of one group to read out loud the story of the other group and vice versa. Spend some time to check that each team has used all the words and go over important mistakes or enhance ideas.

Feedback: Students get to vote for the best story, explaining their reasoning. The best story gets to be refined so that it can be posted on the class wall.

Feedback:

Gayatri · June 28, 2019 at 1:29 pm

The students are split into pairs/table groups, and they are asked to interview the other students about their thought on a topic e.g. school meals, sports games etc. Some groups then write up a newspaper report, while other groups write a blog post about their topics, including the interviews they conducted.
The students can be given simple structures to follow for each type of piece they write. This activity not only works on their writing, but also emphasises the different style of language used to write to different audiences.

caisealbeardow · June 29, 2019 at 9:28 am

The lesson begins with a whole-class story writing activity, in which key words are used to build sentences and write them on the board, one student at a time. This gets the class familiar with new vocabulary (included in the sentences) and spontaneously understanding written context. (If the class is particularly large, smaller groups can carry out the same activity.) Then, the class is split into smaller groups, who work together to build a storyboard of a continuation of the class story. The teacher goes round the classroom, checking how students are getting on and providing suggestions or help where needed. Using their storyboards, the groups act out their storyboards to the rest of the class. Other students give feedback on each group’s performance, then voting for the best story overall.

Laura Fantuzzi · June 29, 2019 at 12:11 pm

Start the session by describing what I am wearing. This will introduce them to the topic of clothing, as well as how to form present continuous. I will write the sentences on the board so they can have a reference. I will randomly ask some students what they are wearing, so I can write the different pieces of clothing on the board as well as the colors. I will then ask them to write a description of what they are wearing, then they exchange their paper with a partner that will correct the description if need be. Then they present it to the class by using the ‘he/she is wearing’ structure that I will have introduced just before.

RebeccaRM · July 1, 2019 at 3:16 pm

Activity: social media post.
A social media post is both short and relatively informal, so should be accomplished in 15 mins. The students should write about an exciting day, ie being on holiday or a doing their favourite hobby. First students brainstorm positive adjectives, and connecting words like then and next. Then they write the post. Teacher walks around assisting, can put more words on board if necessary. If still time, they can read about each others day and ‘reply’ to the post with questions.

ioanadiac · July 2, 2019 at 2:13 pm

Chosen lesson; saving the earth [persuasive writing]

Activity; re-writing
The task; rewriting a scientific report into persuasive writing about why it is important to ‘save the earth’ and take measures to protect the environment. This will not only help students develop their reading and comprehension skills since they first have to understand and process the content of the scientific article, but the students also then improve their sentence and writing structure, as well as their ability to write for a specific audience and purpose by needing to re-write the scientific article into a piece of persuasive writing.

ciaran duncan · July 2, 2019 at 6:57 pm

Activity: students in groups of six are given one picture on a card and a whiteboard each. Three of the students are asked to write some sentences in the style of a story, using this picture as a prompt. The other three are asked to report on what is going on in the picture in the style of a newspaper report. The students are first allowed to discuss their ideas in their native language if they choose and ask the teacher for vocabulary suggestions to put up on the board.
Assessment: The students will then read out their ideas to each other and the teacher will observe and try and facilitate a discussion about appropriate language register for the different media.
Feedback: A T table will be made as a group of the features of storytelling vs newspaper reporting. The students will be given traffic lights to indicate their contentment with the topic and if any are struggling the teacher will provide them with more help, offering them different picture prompts, more sentence structures to use as scaffolding etc.

    ciaran duncan · July 2, 2019 at 7:00 pm

    I would also encourage all the students to write down any words other students use that they don’t know so the vocabulary of all can be developed

Alec · July 3, 2019 at 9:43 am

Activity: Get the students to write postcards describing their dream holiday. Spend the first couple of minutes planning the structure and content of the card.
Assessment: Go around the class reading what students have written so far giving constructive feedback as to how they can improve. Before the end, ask some students to read their postcard aloud and correct any grammatical mistakes.
Feedback: If the students are struggling, perhaps provide some set phrases and vocabulary on the board as scaffolding. When going around and reading the postcards, if there are any common mistakes I might pause and go through it with the class.

laiq.nagi · July 3, 2019 at 3:33 pm

If it’s a young beginner class, I would give the students some fill-in-the-gap worksheets and then after they become comfortable with that I would give them some muddled up sentences that they would have to rearrange to make grammatically correct. This would help with their sentence structure and making sense of propositions.

If it’s a more advanced class, I would perhaps find a map of tourist attractions in a certain country and ask the students to use the information to create a tourist guide. This would test the students’ ability to pick out relevant information and use it appropriately and to use nouns as a basis for sentences; they would have tp use adjectives and prepositions around it.

AhmedImam · July 4, 2019 at 1:37 am

The activity would be a rotating story where each student makes a few full complex sentences to add into the story. First, the class would be split into groups where each group will be given a specific paragraph to write about. This will explain to students the importance of organising the writing and how each group plays a separate but linked role to the entire story just like the paragraph. The students would then each write a sentence, explaining why the wrote the sentence in a certain way; why did they increase complexity or instead choose to keep it simple? At the end we will look at how the sentences could have been altered to change the purpose: this will be done by seeing what the text chooses to describe more and how changing the focus (i.e. looking at the magic rather than the characters) could change the purpose of the paragraph. If there is time we could see how a paragraph could be changed to produce a new purpose.
Think, pair and share could be a useful assessment to do once the story is written to look at how the story has turned out. Peer marking of each other’s sentences would be useful to make sure each student is on a similar level of understanding and the usage of WWW and EBI can allow knowledge to diffuse between students.
Feedback can come in the form of the teacher deciding whether the sentences are at a complex enough level or whether the students have enough understanding of why they have written the sentence in that way. If that is not the case then more scaffolding can be used for potential sentences.

lun3rzhu · July 4, 2019 at 6:27 pm

Activity: Write a postcard to their friend about their day at the camp so far. First introductory minutes to the lesson should be on basic writing etiquette and perhaps a few key words to be written on the whiteboard for prompts.

Assessment: A presentation to the rest of the class. This way, speaking can be worked on as well as a chance to correct any grammatical mistakes gently.

Feedback: Can be done with the teacher making their way around the class individually assessing the students as they write, to ensure they have proper understanding of the sentences with correct structure. If not, scaffolding can be used to aid the students.

dkatsanos · July 7, 2019 at 7:33 am

The writing activity would be related to newspaper writing. The teacher would come up with a fictional news-worthy story and would write some basic information on the board. For instance, a news-worthy event would be a concert where fifty thousand people attended. The teacher would write on the board things such as the artist’s name, the venue, the genre of music, the cause for the concert (e.g. charity). Then, the students would firstly have to come up with a “catchy” headline. Then, by taking each point separately or mixing them up, the student would have to come up with a complete sentence. For instance, the student sees the following written on the board : “Venue: Wembley, Artist: The Who, July 2nd” and could formulate the following sentence ” The Who performed at Wembley on the 2nd of July”. By doing this , the student learns how to structure sentences. Eventually, after the student has structured all the sentences, they should mix them up and structure an article which would teach them how to structure writing.

keyasajip · July 8, 2019 at 1:04 pm

The activity would be to write a review for a magazine aimed at young people. This could be on a variety of different topics, for example: a book they’ve recently read, a film they’ve watched, or a place they have visited. The teacher can use scaffolding to introduce common sentence structures and vocabulary used in reviews such as opinions and phrases such as ‘I would recommend this to a friend because…’. This activity would also require the students to think of their target audience and style of writing. The teacher should also help students in structuring a review: giving a brief summary, expressing things they likes/ disliked and concluding with their overall thoughts.
Assessment could be through swapping reviews in pairs and sharing the reviews with the class. The traffic light system could be used so the teacher can help any students who are struggling and provide additional scaffolding or suggestions for what to write about.
Feedback: The teacher should correct gently any grammatical mistakes and peers could say two things they did well and one thing they could improve on. Later reviews which were especially good could be read to the class and if necessary additional adjectives and verbs could be written on the board to help struggling students.

Issy · July 8, 2019 at 2:09 pm

Class story activity. Encourages understanding of basic sentence structure and word types. Also allows students to be creative with what they write.

Assessment: After writing the first part of the story each student continues the story on their own for few pages.

Feedback: for when a student has finished their paragraph, they bring them to the teacher who assigns them tasks based off their paragraph. This can be extra language features to incorporate, or specific grammar areas to focus on.

cbourne · July 8, 2019 at 6:49 pm

Show students a brief video advertisement for a holiday destination (up to 3 minutes). Ask students to describe what they saw in the video and write keywords on the board (3 mins). Show students an example of a postcard and give them all postcards for the destination, explaining that they will be writing a postcard from the holiday destination (3 mins). Students then write a short postcard for the remainder of the allotted time.

Jenni.Visuri · July 9, 2019 at 1:56 pm

Get students to write a letter to their friend. The letter should be themed as a letter from a holiday where they describe what they have been up to. This can be used as an opportunity to practise their holiday vocabulary. The teacher should then check the story. More confident students can read their letter out to the class which would help them practise their reading skills.

ld557 · July 9, 2019 at 4:09 pm

Activity: students create a rotating stories in groups based on the theme of ’emotions’. The teacher provides a sentence structure for each part of the story e.g. ‘I went to the ______ and it made me feel ______’, ‘I saw ______ and then I felt ______’. The students can be creative and funny with their answers, and must write out the sentence and choose an appropriate emotion for their part of the story.
Assessment: observe, listen to, and discuss with students as they carry out the activity to see if they are successful, and once students have finished and read their completed stories choose some students at random to read their stories to the class.
Feedback: If the writing suggests they have not grasped the sentence structures and content, then perhaps use a simpler activity such as filling in the gaps, whereas if they seem to have been successful, perhaps push them to write about emotions using their own sentence structures, such as writing a creative story about their emotions with less scaffolding.

philippakirby · July 10, 2019 at 11:14 am

Students have to write a ‘letter’ to the asking for a new piece of playground equipment, justifying why they think it would be useful. This would be an effective exercise as it is good practice using a very formal register in written language. As a way of differentiated learning I would have some set sentence structures available and templates that less able students could fill in.
Assessment: Peer marking- the students would see if they could spot the mistakes in their partner’s work, doing one what went well and one even better if. I would then double check this.
Feedback: For the students that found it hard to grasp or hadn’t pitched the register right I would have an activity with sentences that had to be sorted into the categories of formal and informal.

    philippakirby · July 10, 2019 at 11:15 am

    to the head of the summer camp

gskaza · July 10, 2019 at 4:37 pm

Give students an advertisement about a holiday destination and get them to highlight what they think the key attractions are, and encourage them to ask questions about the vocabulary. Put them in pairs and get them to ask one another what their favourite aspects of this destination are, and make sure to walk around the classroom to ensure all the students seem confident with this. Now ask them to (individually) write you or a friend a postcard imagining that they had been on this holiday. Initially offer a couple of sentences like ‘how have you been?’ and ‘can’t wait to see you’ and use the traffic light system to see if any students need any more example sentences to help them.

SDH · July 10, 2019 at 6:12 pm

– introduce the students to my city, and language for its key features
– introduce other cities where some language overlaps and some new is introduced
– provide sample questions on the board and ask the students on pairs to ask eachother questions, using the new language to identify the city the other is thinking of
– get the students to combine multiple sentences and connectors to write short paragraphs describing a city
– ask students to volunteer to read out their text at the end

christianmadla · July 10, 2019 at 6:25 pm

Activity:
The students are to write a social media/blog post, which is an informal piece of text. This can be on the theme of a holiday they have been on, or a sport they play, etc. They can spend the first few minutes planning the structure of their post, and then the rest of the time actually writing the post.

Assessment: The teacher can go around the class, before the activity has ended to quickly assess the students’ work, e.g. by checking their plans, which may include their structure and set phrases. The teacher can also correct any mistakes such as spelling or grammar which the students have.

Feedback:
For students who are struggling, the teacher can provide a set of good phrases or vocabulary which students can use. Then, the teacher can look at the work of each student and go over any common mistakes which have been made by the class.

AliceKennedy · July 11, 2019 at 12:12 pm

Give students the time/date/location and brief description of an event, such as a bake sale. Ask them to write an announcement, such as would be given to a classroom or at an assembly, to advertise the event. Hold a group discussion about what sets an announcement apart from other forms of communication – its spoken aloud, presented to a large group, and trying to entice listeners to attend the event. Put students into small groups and ask them to work together to combine their ideas into one announcement. Have each group present their announcement to the class and share what choices they made to make the announcement engaging and reflect its specific requirements/purpose. Have the audience, by show of hands, whether they found the announcement convincing and would want to attend the event.

Hayley Hilson · July 11, 2019 at 11:48 pm

Activity: Students are asked to write a postcard about a recent holiday, using vocabulary which has been studied and learnt in class. For a CLIL approach, students could also design the front of their postcard with a short message such as ‘Greetings from ____’ to combine their language skills with art.
Assessment: The teacher can go around the class and read the students’ postcards, correcting any mistakes.
Feedback: The teacher can provide lists of key vocabulary or sentence starters for students who are struggling, and encourage students working at a more advanced level to increase the level of description in their postcard. The teacher can feed back to the class any common mistakes.

serenalhayes · September 11, 2019 at 3:18 pm

Poster Making with Young Students

Activity:
Students will work in tables of four to produce an informative poster on appropriate clothing to wear in different weather. Students will practice their sentence structures using the future tense (‘will’) and the verb ‘wear’ in addition to creative illustrations.

The posters will include sentences such as:
“In the summer we will wear shorts”, or
“In the winter we will wear coats”.

Assessment:
The teacher and teaching assistant will circulate the classroom and offer praise, help and feedback where necessary. Segments of prompt ‘scaffolding’ sentences may be displayed on the board if the class are struggling.

Feedback:
Each group present their poster to the class. This promotes peer learning and feedback.

Adilah Hameed · October 2, 2019 at 8:54 pm

I could read a passage aloud describing what my favourite animal is and why and what my least favourite animal is and why. I can use is a staple passage and then put adjectives on the side as a sort of gap fill so students can fill in the gaps easily and say it aloud.

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