Ali Mohseni


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Main Aims

  • To provide product writing practice of an essay in the context of honesty

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of honesty.


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

-The teacher writes this question on the board:"Why is it difficult for some students to write an essay and what should they do in the first stage?" -students discuss among themselves and come up with three different ideas and suggestions. -There is a whole class feedback.

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

-Students read the essay and do the exercise which is explaining the term 'white lie' in their own words. -There is a whole class feedback. -To do the next exercise,the students should correct five verbs to complete some common expressions. -The students check their answers by finding them in the essay in1.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-In this stage,he teacher makes sure the students know the subject of each paragraph and the words the writer used to explain ideas. -The teacher asks groups to read six brainstorm ideas in the next part and find them in each paragraph. -In the next stage,students should switch their partners and explain their answers to the new partner. -There is a whole class feedback. -The teacher teach the way of planning paragraphs and asks students to divide the ideas in 3 into four paragraphs,following the same pattern as in the model.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-He teacher asks the students to write a four paragraph essay to answer to the essay question in1.(about 'white lie') -Students should write their essay with using their ideas and paragraph plan from 3 and 4,and using useful phrases from 5 and 6. -The teacher monitors closely and makes sure the students are on the right track and are following the instructions.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-The teacher asks students to exchange their essays and find some grammatical and typographical mistakes and each one write two of them on the board. -The teacher asks students to correct each other and say the correct form of the sentences. -Teacher write the correct answers on board and explain for students why the previous form was wrong.

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