ÖNCÜ COLLEGE – 7th Grades

ENGLISH COURSE PLAN

Week 5
Date:
05/10/2020

Level: C1 – C2

Learner Profile: 7th Grades

Language Skills: Writing

Class: 7–A/B

Materials and Aids: Smartboard, Coursebook, Coloured pencils

Duration: 40’ + 40’

Aims:  By the end of this lesson, students will be able to present their final texts.

Students will be able to;

Objectives:  to edit
 write the title using reasons and examples

Timetable Fit:

Students will be able to illustrate the text

Assumptions:
Students will be able to practice their presentations.

Students may not use simple, complete sentences, may not spell at-level vocabulary correctly,
may not capitalize words or use end punctuation correctly and may not use commas after
Anticipated Problems:
introductory phrases. During the presentation they may not place emphasis on information they
think is important.
 ÖNCÜ COLLEGE – 7th Grades
ENGLISH COURSE PLAN

STAGE/DURATION Teaching and Learning Activity INTERACTION MATERIAL / AIDS

PATTERNS
Warm-up/Pre- Activity • T elicits the types of mistakes students found when editing their T-S, S-T  Coursebook
5 mins. first drafts. (Mistakes in capitalization, punctuation, spelling  Colored pencils
and grammar.)
• T hands out colored pencils. T-S
• T has students work individually to review the changes T-S, S(individually)
and suggestions on their second drafts. T tells them to mark
anything they need to correct. T monitors and helps as needed.
While Activity  Smartboard
35 mins. Activity 1: Writing Strategy.  Coursebook
• T directs students’ attention to the title of the model text on T-S, S-T  Colored pencils
page 8. T asks: What’s different about this title? (It’s a question.)
Why did the writer choose a question for his title? What does
it do? (It gets readers’ attention and involves them. It describes
the topic.) T explains that using a question can be a good way to
get readers’ attention.
• T has students write attention-getting titles for their texts. T-S, S (individually)
Activity 2: Write a Final Version
• T has students write their final versions on page 15, T-S, S (individually)
incorporating the changes they marked on their
second drafts.
• T forms pairs. T has students work together to check for errors T-S, S (Pair)
and make final corrections.
Activity 3: Illustrate the Text
• T has students read their texts and decide what they want T-S, S (individually)
to draw.
• T tells students they have ten minutes to plan and draw their T-S
pictures on page 14.
Activity 4: Read the sentences. Mark (✓) Yes or No.
• T tells students to read the final version of their texts. T-S, S (individually)
• T has them complete the checklist on page 15. T-S, S (individually)
Activity 5:
• T tells students they will present their texts to the class.
• T elicits what students should do when giving their
presentations. (Answers will vary, but T should guide them T-S, S-T
to reading clearly and using their voices to match the meaning
of their texts.) T writes their ideas on the board.
10 mins. Activity 6: Reading Strategy
• T directs students’ attention to the model text on page 8. T-S
T tells students you are going to read it aloud. T has them pay
attention to where T emphasizes a point. (Note: T stresses the
sentences that express the writer’s opinion.) T-S
• T reads the model text aloud. T has students listen and follow
along in their books.
• T elicits the places she emphasizes a point. (Expressing T-S, S-T
opinions.)
T asks: Why do you think I raised my voice in those places? T-S, S-T
(To place emphasis on information you think is important.)
• T forms pairs. T has students take turns quietly practicing giving T-S, S-S (Pair)
their presentations.
15 mins. Activity 7: Presenting
• T tells students that during presentations the audience should T-S
write questions they want to ask the presenters.
• T elicits characteristics of good listeners. (They are quiet, and T-S, S-T
they listen carefully.)
• T has students present their texts. T encourages them to show T-S, S-T
their drawings. At the end of each presentation, T has the
audience ask a few questions.

Post Activity Activity 8: Reflection Coursebook

10 mins. • T writes the beginning of three sentences on the board: T-S Smartboard
1 Opinion essays are…
2 I liked writing my opinion because…
3 One thing that was hard for me was…
• T encourages students to share their reflections with the class. T-S, S-T
 ÖNCÜ COLLEGE – 7th Grades
ENGLISH COURSE PLAN

Wrap-Up/Contingency plan Extra activity: Homework option

5 mins. •T tells students to talk to their parents about the opinions they T-S, S-Parents,
expressed in their essays. T has students ask their parents if S (individually)
they felt the same way when they were younger.