mete mete

TP6 Writing
A2 level


In this lesson, students will learn to give opinions through guided discovery based on a reading text about a child's position in the family and how it affects her/his personality. The lesson starts with a short Q&A session about siblings. This is followed by gist and detailed reading exercises. The final exercise will a free writing exercise on giving opinions.


Abc Visual aid: Pictures
Abc Reading task: "First borns are more ambitious"
Abc Reading task: Your comments
Abc Gap-fill handout

Main Aims

  • To provide free writing practice of opinions in the context of siblings and personalities

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about children's personalities in the context of siblings


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

I will tell the class that I have a brother and sister. I am the middle child. Hold a picture of 3 siblings and ask who is the first-born/middle child/last born. I will then ask the class if they are first-born, last-born, an only child.

Useful Language: Vocabulary (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

Vocabulary Context: Personalities Artistic&Creative: Use a picture of Van Gogh's scream and a picture of creative graphics to introduce the vocabulary. Write on the board, pronounce the words and repeat. Adj. Ambitious&Serious: Use pictures of politicians and cartoons to introduce the vocabulary. Write, pronounce, repeat.Adj. Confident: Use various cartoons to introduce. Write, Pronounce, repeat. Adj. Relaxed&Outgoing: Use various pictures and cartoons to introduce. Write, Pronounce, repeat.Adj. These are personalities. I'm outgoing and relaxed. Opinion: Use a drawing with different people with bubbles on their heads. Give personal examples using the picture. Galatasaray is the best football team in Turkey. Do you agree? Yes or No. Say yes if you agree no if you don't agree. Döner is the best food. Agree or don't agree. These are opinions. My shirt is white. (everybody should agree), It is seven o'clock. These are facts. Noun. Write, pronounce, repeat. Concept Check: Have students place the pictures under the words on the board.

Exposure (20-25 minutes) • To provide a model of production expected in coming tasks through reading.

Detailed reading (first borns are more ambitious): Read and answer the questions in exercise 2. Work alone. I crossed out some of the text to make it more accessible. I also underlined the questions to make instructions easier. Duration: 8 minutes. Monitor and check for understanding. Post-exercise instructions: Check in pairs. Go over the answers together. Gist reading (your comments): Read and answer the questions in exercise 3. Work alone. Duration: 6 minutes. Monitor and check for understanding. Post-exercise instructions: Check in pairs. Go over the answers together. I changed the names with Turkish ones to avoid confusion. Gap-fill handout: Look at the text and find the missing words. Exercise 5. Work alone. Duration: 8 minutes. Check in pairs. I will post the answers on the walls around the room.

Productive Task(s (15-20 minutes) • To provide an opportunity to practice writing skills

Write your own opinion. I agree with the text or I don't agree with the text. Use the words in exercise 5. You have 10 minutes. Work alone. I will monitor to make sure the students understand what they are supposed to do and to make sure they use the target language. Post-exercise task: Read other students opinions. Do you agree with each other? 7 minutes.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

I will provide feedback during the post-exercise task on the previous stage.

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