Joey Guertin Joey Guertin

TP7 - PART C - Joey Guertin
Elementary A2 level


In this lesson, the students are going to write first by working with a model and use it to progress to a semi controlled practice. They will be provided with vocabulary and grammar from previous lessons. By the end of this lesson, they will have written a short comparison between 2 cities in Turkey using comparative and superlative along with a certain lexical set.


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Main Aims

  • To provide product writing practice of a comparative writing in the context of two cities in Turkey.

Subsidiary Aims

  • To provide review and practice of cities adjectives and nouns in the context of comparison writing.


Lead in (3-5 minutes) • To get the students thinking about advantages and disadvantages of Istanbul

T groups Ss in groups of 3 (strong and weak students) T shows an image and elicits what this city is (Istanbul) T gives Ss one minute to think of good and bad things about Istanbul Ss discuss and come up with some ideas T elicits answers from students and writes them on WB T asks students to write the words

Prepare for writing (10-15 minutes) • To get the students thinking about cities, different adjectives they can use as well as a model to follow.

(STEP 1 - 3-5 minutes) T chests model and instructs students about the activity ICQ: How many sentences do I have? ICQ: Where do I put the sentences? Ss have to work in group to put the sentences in the right place T hands in model text (STEP 2 - 3-5 minutes) T reviews the model with Ss - FORM: Signal words - T explains the logical order and how to use them - GRAMMAR: comparatives and superlatives T elicits 1 from each (comp/sup) and reviews usage quickly (Step 3 - 3-5 minutes) T shows a map of Istanbul and tells Ss that they have to choose a city and find one good thing and one bad things about their city. ICQ: How many cities can I choose? -One How many good things? -One How many bad things? -One Ss have one minute to think about it T elicits ideas from Ss and writes them on WB

Useful language (3-5 minutes) • To provide students with a lexical set (nouns and adjectives) that will help them produce a successful writing task.

T chests word guide and explains to Ss To help them, they can use adjectives on the left T explains crowded and polluted (See LA) To help them, they can also use nouns on the right (No explanation needed) T shows the grammar rule in the middle that can help them while producing.

Writing task: production (12-15 minutes) • To have the students compare Istanbul and another city in Turkey in a semi-controlled task.

T chests HO and instructs Ss to use the words (if they want) and the model to write Ss will work in groups to produce a comparison of Istanbul and any other city they want. ICQ: Will I work alone? -No Can I compare Istanbul with any city? -Yes How much time do we have? -10 minutes Ss work in group to produce a piece of writing using the model and the template. If students finish earlier, T looks at the paper and highlights their mistakes using a green pen (NOT RED!!)

Feedback (5-5 minutes) • To have the students mingle and look at each other's writing.

T hangs the writings around the class. Ss have to walk around and discuss ideas If they like of agree, they tick the page T walks around, listens to the students and notes 2 good sentences and one that has a small mistake in it for the feedback session

Error correction (5-5 minutes) • To provide delayed error correction from the writing activity.

T writes the sentence on the board and congratulate the students Ss have to correct the last sentence.

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