Nevin Dogan Nevin Dogan

Intermediate level


In this lesson, students practice writing a personal letter about holidays and houses, they will also learn how to practice using linking words so that written texts flow more smoothly. The lesson starts with a brainstorming about house swaps, it is followed by guided discovery of the writing piece, and controlled practice. The lesson then ends with a production stage in which students must write a letter about the respective houses they have been talking about in groups.


No materials added to this plan yet.

Main Aims

  • To provide process writing practice of a personal letter in the context of holiday house-swaps

Subsidiary Aims

  • To provide clarification of vocabulary in the context of holiday house-swaps
  • To provide gist and scan reading practice using a text about holiday house-swaps and identifying personal letter writing structures and linking words


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

As a lead-in I will start the lesson by eliciting the meaning of a holiday house-swap, i.e. a holiday anywhere in the world where you borrow someone else's house while they use yours. Where do you stay when you go on holidays? With friends? Do you rent an apartment? Do you stay in hotels? Is it expensive to have to rent somewhere to stay during holidays? Does renting a place become the biggest budget on holidays?

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks

I will then get sts to discuss in pairs, for a couple of minutes, about the advantages and disadvantages of house-swaps. I will then divide the class into three groups and give an envelop to each group in which there are words and definitions. They will have to match them as fast as possible. I will then give an AK with all the correct matching definitions. I will then concept check the words which aren't clear in students minds (I will have checked this during the monitoring of the mix&match activity) and move on to pronunciation. After this, I will give each pair HO1, (pictures and notes) and tell them that these are potential house-swaps which someone has made notes on. They will have to match the notes to the right pictures. I will then divide the class into three groups (1-3), each group will only look at the house that has the same number as their group. I will tell them to discuss whether they would like to stay in it.

Useful Language (11-13 minutes) • To highlight and clarify useful language for coming productive tasks

I will divide the groups into pairs and give each pair a copy of the Model Letter. I will explain that it is a letter from the owner of one of the houses. Sts will have to read it and match it to the house it describes, and circle the clues that helped them identify it. I will then ask the pairs to underline all the nouns and pronouns and draw arrows from the numbered pronouns to the nouns they refer to. (first example already done on HO). (1,2,3 home - 4 doors - 5 bathroom - 6,7 washing machine - 8 pub). I will elicit from sts what the use of these words are, i.e. they are linking words that connect sentences and ensures the flow of sentences more smoothly. I will ask them to find two more linking words in the last paragraph (unfortunately, and also : adverbs). I will then tell sts that the owner has tried to anticipate three questions that people might ask. I will project them on the WB and give sts a few minutes to discuss these in pairs. Then WC FB.

Productive Task(s) (9-10 minutes) • To provide an opportunity to practice target productive skills

I will ask sts to work in pairs and write a similar letter for the house they discussed in groups earlier on. I will tell them they have to be sure they are answering the three questions we just saw (still projected on the WB), and that they can use both the notes and the pictures to help them write the letter. I will then get the pairs to exchange their letters and to check each others mistakes and inaccurate information.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

After the sts have finished correcting each others letters I will give feedback and error correction based on the mistakes I have noticed during monitoring in the writing pieces they have produced.

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