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EFL Collective Mr. EL HANAFI

Date: Unit: II- Cultural Values & Issues
Level: Pre-intermediate/Intermediate Focus: Writing (sub skills: listen/read/speak.)
Materials: Textbook, white board, dictionaries, handouts & PPT presentation Language skills: Grammar
Sources: Gateway to English 2 and New Headway Intermediate Student's Book (pp 106-107)
Time allotted: 1h50mins.
Learning Objectives (WALT): Assessment Criteria (WILF):
Students will be able to: The learning objectives are met if students:
1. write cohesive anecdotes; A. can use some linking devices appropriately;
2. read for specific information and strategies; B. can skim through a text and answer comprehension questions;
3. use the past of regular and irregular verbs in context. C. can provide correct forms of regular and irregular verbs.

Stages Timing Procedure Comments W.Mode

Pre-writing
Warm-up 01 min T-Ss
 Greeting students & checking on them;
Review 05 mins  Students review the past simple of both regular and irregular verbs The Tr kicks off
through a "chain" game "let's tell a story." an outlandish
Lead-in 4 mins  The Tr announces the main objective of the lesson: story, then by
Ss-Ss
"Today, you're going to write about and tell your anecdotes" throwing a ball
to each other, Ss
 The teacher checks if Ss know what an anecdote means. If they don't, he
randomly take
explains it through a slide from a PPT presentation. turns to weave a
plot for it.
Listening 5 mins  SS listen attentively to the Tr's real anecdote, then answer two focus T-Ss
questions:
• Why did I lie to the Quran tutor (Fqih)?
• Is my anecdote an accident, mishap or funny incident? Why?
 While telling his anecdote, the Tr uses some visual aids (in slides) to
illustrate some vocabulary items;
 The Ss answer the focus questions orally, whereupon they discuss the SS can take notes Ss-Ss
anecdote (how they find it). while listening
Reading 15 mins  In a handout, Ss read the Tr's anecdote to fill in a chart;
 Ss compare their answers;
S-S
 Suggested answers are copied down on the board;
5 mins  Ss do exercise 2 page 106 (New Headway Coursebook);
 Whole-class correction. Correction is copied down on the board.
While writing
First draft 20 mins  With the help of the handout and the previous exercise on linking
words, Ss embark on writing their anecdotes, following some heuristic The anecdote Indiv.
notes: can be real, or
imaginative in
• Mention if your anecdote is an accident, mishap or a funny incident?
case the Ss
(One day, I was terribly hurt. / I laughed that I shed tears/….) cannot recall any
• When and where was that? incident in this
• Who was there with you? regard.
• What happened? What happened later?
• Did you learn any lesson from that?
 Making recourse to the writing code table posted on the classroom
Peer Pair
wall, students exchange their anecdotes for editing, checking if:
editing 10 mins
 the verbs are the past; work
 the linking words are correct and are used appropriately;
 there is correct punctuation and spelling;
 the flow of the narration is smooth; Indiv
15 min  The Tr opens conferences for Ss in groups of 4 to discuss editing issues
“Final
they cannot settle in peer editing;
draft” 5 mins  Ss finalize their pieces of writing.
Post-writing
5 mins  With their partners, Ss rehearse their anecdotes; S-S
 Ss tell their respective anecdotes before the class; Ss submit their S-Ss
Reflec- 15 mins
 Ss reflect on this writing experience and express gratitude; anecdote for
tion
 Golden lines from the moral lessons of Ss's anecdotes are posted up on further
5 mins
the classroom magazine feedback. Ss-Ss

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