Pre-writing

Lesson

Teaching Procedures

Purpose

1

• Set the scene: Tell students they will have a mini picnic at school.
• Ask warm up questions (e.g. When and where do you want to have the picnic?)
• Ask students what food they like best and how it tastes so as to revise vocabulary about food and taste.
• Tell students the basic information about the picnic.
• Ask students what they should or should not do on the picnic day and revise modals and imperatives.

• To set the context
• To introduce/ revise vocabulary about food and tastes
• To introduce/ revise imperatives and modals

2 – 3

The Mini Picnic

• Students take part in the mini picnic and participate in a series of activities to build up the vocabulary and language for the writing task
• Activity 1:
  Play Crocodile Bench. Divide students into 3 groups. Students queue up on a bench. Give each student a food card. Read aloud a food word and students with the corresponding food card move to the front and put the card in the right group (e.g. salty food, sweet food). Ask the winner to describe the word to get a bonus point.
• Activity 2:
  Prepare some picture cards and put them up in the playground. Students decide whether they should do what the pictures describe. The less able ones can put ticks or crosses on their worksheets. The more able ones may write rules based on the pictures. To cater for diversity, the less able ones may use a simpler worksheet with keywords given.
• Activity 3:
  Teachers rewrite lyrics of familiar songs by recycling the target vocabulary.
  Students listen to the songs, sing along and hold up picture cards when a food word is sung. Teachers may substitute the food words with those taught in class.

Activity 1:

• To revise modals and imperatives
• To generate ideas
• To nurture critical thinking skills

Activity 2:

• To build up vocabulary to describe the size, taste, and shape of food

Activity 3:

• To build up vocabulary

4

Post-picnic discussion

• Students reflect upon the mini picnic.
• Students transfer the experience to a new context – picnic in a country park. Show students the letter from Chris. Get students to think about Chris's situation and give him some ideas.
• Ask students what they did on the picnic day and if they enjoyed the games/ activities.
  Students complete a matching game and ask them to talk about what activities Chris can do.
• Ask students to talk about their favourite food and what other food they would like to eat. Give suggestions to Chris.
• Get students to think critically about the picnic rules. Ask students what rules Chris has to follow.

• To revise imperatives and modals
• To consolidate vocabulary
• To nurture critical thinking skills

Drafting

5 & 6

• Write a reply letter to Chris. Revise the layout of a letter using the letter from Chris.

Peer review and editing

7 & 8

• Teachers demonstrate to students how to review and edit the work of others.
• Students review and edit others' work using a checklist.

• To promote assessment for learning
• To enrich content ideas
• To correct the use of modals
• To correct the use of vocabulary (e.g. food nouns, adjectives)

Pre-writing

Lesson

Teaching Procedures

Purpose

1

Set the scene:

• Tell students they will have a virtual tour around a fun park. They will later design their own fun park and pay a visit there.
• Have a tour around a virtual fun park by showing a PPT.

• To introduce/ revise vocabulary about: games, animals, food and places in the park

2

• Show a big map of a fun park. Demonstrate by pasting a few picture cards on the right area (e.g. animal corner).
• Form groups and give each group a blank map. Students paste pictures on the map and brainstorm more areas and details. Give each student 2 paper slips to draw his own pictures.
• Think of a name for the park.

• To consolidate vocabulary about games, animals, food and places in the park
• To nurture creativity

3

• Prepare paper strips to describe activities at fun parks. Paste corresponding sentence strips on the big map to revise action verbs.
• Students write sentences to describe their own pictures on the map using appropriate action verbs.
• Students present their maps and sentences to the class.

• To introduce/ revise action verbs

4

• Revise adjectives to describe feelings (e.g. happy, afraid) and complete the worksheet.
• Use questioning to revise expressions to describe feelings (e.g. Do you like/love/hate it?)
• Complete a worksheet for homework.

• To introduce vocabulary to describe emotions
• To introduce expressions to describe emotions

5 & 6

• Show a faulty diary. Draw students' attention to the text-type - diaries. First focus on the use of past tense. Ask students to look for action verbs and correct the tense used. Then focus on the organisation and improve it by doing a sequencing activity. Finally, ask students to add words/expressions to describe feelings.
• Please view the video clips for more information about how to conduct the lessons.
  (Clips 1, 2)

• To revise past tense
• To review and edit writing, including aspects as content, organisation, and grammar

Drafting

7 & 8

• Students write their own diary entries.

Reviewing & Editing

9 & 10

• If necessary, teachers may correct students' work together as demonstration. (Clip 1)
• Students use a checklist to do self-evaluation 
• Students comment on each other's work.

• To promote assessment for learning