Johanna Bermeo Johanna Bermeo

Intermediate Repeat level


In this lesson, students practice and review how to outline and brainstorm for paragraph writing. Students will be given an outline already done, where they will have to state its weaknesses and strengths in order to complete a Discursive essay (the introduction and concluding paragraph will be given) Students will then add new ideas to that outline and therefore start writing as a group. Some groups will work on the 1rst body paragraph and the others on the 2nd. Finally, one student from each group will randomly be chosen to present his work to the class in order to compare which ones successfully accomplished all what a body paragraph needs to have.


Main Aims

  • To provide students with revision and practise of body paragraph writing to complete a Discursive essay, with the prompt: “The advantages of being famous”.

Subsidiary Aims

  • To provide students with an opportunity to read an outline essay sample in order to analyse it and complete/correct it with their own ideas.
  • To provide students with chance to discuss their ideas and support their arguments for paragraph writing through outlining and brainstorming, to later present it to the whole class.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T will ask Ss about the stages that an essay should have. The will all recycle ideas first in pairs and 2 min later T will ask about those ideas discussed. Then T writes them all on the board and organise them for the students to set themselves in what they will be doing next.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T will provide students with an OUTLINE sample, that is already done but that they'll have to analyse in pairs to decide whether the ideas there are enough or helpful for essay writing and therefore write their own. Here, students work first in pairs and then compare their written ideas with the pair next to them. T will walk around the class monitoring their work and answering questions if any.

Useful Language (20-25 minutes) • To highlight and clarify useful language for coming productive tasks

Students now will work in groups of 4 to write 2 body paragraphs to complete the essay. Two of them might work on the 1st one and the rest of the 2nd just so the workload is evenly divided. The will do so on a large piece of cardboard as they will be instructed that the last stage is to stick it on a wall around the classroom for an Paragraph gallery presentation.

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

Students wii now stick their work around the classroom and will then be given a checklist handout for them to see their classmates' work and decide whether it was completed successfully and has all the features required on Paragraph writing. At the bottom of the paper, students will write comments and suggestions on their friends work. The handout is aimed to be completed in pairs, the same pairs that worked together on the writing task.

Feedback and Error Correction (2-5 minutes) • To provide feedback on students' production and use of language

T and Ss now have a short discussion on what they saw in their friends' work piece and also talk about what they learnt in the class.

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