Rodrigo Rodrigo

TP 7: Writing
Pre-Intermediate level

Description

In this lesson, students will practice their writing skills in the context of writing postcards to their friends. The class will start with an engagin lead-in to active schemata. Then I will introduce a model of the writing with a reading for gist exercise followed by an inductive layout analysis. Then I will do an intensive exercise for students to notice useful language, then a Get TL activity to be ready to analyse MAF. After that, it will come the main writing task where they will have to write a postcard wo their classmates. After that students will give peer feedback with a checklist and then we will have some opne class feedback on contentand delyed onset error correction.

Materials

Edit?slide=id.p#slide=id Lead-in Google Slides
Edit?tab=t Google Docs
Edit?size=16&default=html MAF Google Forms

Main Aims

  • To enable students to develop their writing skills in the context of writing informal postcards to friends.

Subsidiary Aims

  • To the develop their knowledge of new vocabulary, useful for writing postcards.

Procedure

Warmer/Lead-in (3-3 minutes) • To set lesson context and engage students

Model a postcard to Emma and Taylor. 1 min Elicit one student to imagine she is in that place and talk a postcard to the class. 1 min Same with another student. 1 min

Exposure (5-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will expose them to the model writing and tell them to do a reading for gist exercise: Read the text and answer the questions. 3 min Layout: Analyse the parts or the structure of the writing: Read the text again and match the correct letter with the correct number in each blank. 2 min

Useful Language (15-15 minutes) • To highlight and clarify useful language for coming productive tasks

Elicit useful language: Do this with the students, one by one so we do it quickly and they don't take that much time, make them find the useful language via eliciting with questions and then do the exercise of matching the phrases to their functions: 4 min MAF: (Google Forms) 11 min Students will learn MAF of the useufl language in an inductive, guided discovery way. With concept questions for meaning, form and appropriacy.

Productive Task(s) (15-15 minutes) • To provide an opportunity to practice target productive skills

ain writing task: (Google Docs) 15 min Make them write the postcard to one of their classmates. 4.✍️ Main Writing Task (15 min) – Imagine you are on holiday in an amazing place! Write a postcard to a friend using a clear structure and some of the useful language seen earlier. Include: ✅ Where you are and what you think of the place ✅ What you’ve done (activities) ✅ What you’re going to do tomorrow ✅ A personal comment (e.g. “Wish you were here!”) Use informal language. You can look at the model for ideas. Write about 100–150 words.

Feedback and Error Correction (8-8 minutes) • To provide feedback on students' production and use of language

Peer Feedback (with a checklist) 4 min 5.📋 Instructions for students: Read your partner’s postcard. Check if it includes the following: Write Yes/No next to the checklist sentences. □ Is there a friendly opening? (e.g. Hi + name / Greetings from…) □ Do they say where they are and what they think of the place? □ Do they describe something they did? □ Do they say what they will do tomorrow or next? □ Is there a closing sentence? (e.g. Wish you were here / Talk soon) □ Is the tone friendly and informal? □ Did they use at least 2 of the useful phrases from the lesson? Open class Feedback on content on the most interesting postcards 2 min Delayed onset error correction 2 min

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