New lesson plan: Writing Lesson

Mobina Chitchian

Writing Lesson - B1 level

Writing Lesson
B1 level

Description

In this lesson, students will read a short article about a survey showing that many people lie about their weekends on social media. Students will explore how the text is organized, what kind of language it uses, and how it presents ideas. They will then plan and write a short paragraph about why people exaggerate or lie on social media, using the text as a model.

Materials

Student book

Whiteboard

Student book

Whiteboard

Main Aims

To enable students to produce a short paragraph explaining why people lie or exaggerate on social media, based on a model text.

Subsidiary Aims

1. To develop quick gist and detail reading. 2. To provide useful expressions for giving reasons and presenting data.

Procedure (37-45 minutes)

Warm-up/ Lead-in (4-5 minutes) • To set lesson context and engage students

The lesson will start by asking students, "Imagine your perfect weekend. What would you do?" After that, I ask them, "Would you share it on social media? Why or why not?

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

Students read the text "A boring weekend? Don't tell anybody!" and then I ask them to do section "c" on page 34. Students check their answers in pairs, then I will check the answers with the whole class.

Useful Language (8-10 minutes) • Highlight language features needed for students' own writing.

I will write down some phrases from the text on the board: "A survey shows that", "The main reason is", "People often invent", "It seems that". After that, I ask students to find similar phrases from the text that explain reasons or present data. Then I clarify how these phrases express data/reasons.

Productive Task (13-15 minutes) • To provide an opportunity to practice target language productive skills.

I will ask students, "Why do people lie on social media?" and "What do they pretend to do?" Then, I ask them to write a short paragraph (about 120-150 words) about the question I mentioned, using at least two phrases from the Useful language. Meanwhile, I monitor their writings.

Feedback (4-5 minutes) • To provide feedback on students' production and use of language.

After I collect students' writings, I will write down some phrases on the board that make good use of the target language, as well as errors with their corrections from their writings, but anonymously. I will then ask them to write another paragraph at home based on the feedback they have received.