Rania Kuraa Rania Kuraa

IELTS Writing Task 2 / TP2
B1-B2 level level


This lesson plan is useful in preparing students for the writing section of the IELTS examination. SS will be introduced to the IELTS Discussion essay type in the IELTS Academic writing task 2. Students will be provided with practice for the sub-skills required to answer this type of question involving task analysis, idea generation,essay structure and the use of discourse markers.This lesson plan accompanies Cambridge IELTS 11 General Training, section 1. It is suitable for students of intermediate level and above.


Abc Music and CD player or computer with speakers
Abc Youtube clip
Abc Hand-outs
Abc Answer keys
Abc Blu Tack
Abc Markers
Abc Whiteboard
Abc Blank papers
Abc Proverb chart
Abc Pictures
Abc Language poster
Abc IELTS 11 Academic Cambridge University CUP Test 3

Main Aims

  • To raise students’ awareness of the IELTS AcademicTask 2 discussion essay in the context of learning a foreign language.

Subsidiary Aims

  • To improve the students’ use of discourse markers in Task 2 essay.
  • To encourage peer feedback and correction.


Lead-in (5 minutes) • To generate interest in the topic of the lesson, set the lesson context and engage students

• Ensure that the ss’ name cards are ready. • On the board, write the following proverb: “You live a new life for every new language you speak. If you know only one language, you live only once.” ‒Czech proverb • Ask students in groups of three to discuss the quote and say whether they agree or disagree and why.Allow them to discuss it for about 1 minute. Feedback as a class. Ask some follow up questions: • Do you know anyone who is bilingual or multilingual? • Why is it Important to learn a foreign language?? • What careers are possible if you speak a foreign language? Feedback as a whole class.

Genre analysis (13 minutes) • To develop SS writing skills by drawing attention to features of the genre (content and language)

Analyse the task: ---------------------- • Give Students HO1 (Task 2 essay question). Ask them to underline the key words and phrases in the essay title. Demonstrate an example with them.Tell them to work individually and give them 1 minute to complete the task. Students complete the task individually. Students check their answers in pairs -Teacher monitors. Open class feedback. Elicit the keywords and write them on the board. Now, ask the class about the type of essay. (Elicit: give both sides of an argument). **Now let's look at the organisation of the essay. ---------------------------------------------------------------- • Give students HO2.Tell students to complete the task by allocating statements 1-9 to the introduction, main body or conclusion. If students need support with this, tell them to allocate the obvious ones first and then tackle the rest. Give them 2 minutes. Students work individually. Then they check their answers in pairs -Teacher monitors. Display the answer key on the board. Key: Introduction: 5, 6, 7, 9 Main body: 2, 3, 4 Conclusion: 1, 8 • Give students HO3(categorising ideas) and ask them to put each idea under the correct heading. Give them 2 minutes. Students complete the task individually. Check in pairs.Give them the answers. • Put students in two groups. Ask them to note down two more ideas for each side of the argument as well as two example from the real world to support each idea.Tell them they have 2 minutes to complete the task. ICQs: How many ideas?Two How many examples?Two How many minutes do you have for this task?Two When time is up get them to swap papers with the other group. They should read their ideas and see if they can add any. Then give the paper back to the original group to read. • Check their ideas and give feedback on content. – What were some of the things that were added to your paper? **If time allows put all their ideas on the board. Now let’s look at some language that helps us structure and link parts of the essay. (Hold up Handout 34). Give them 2 minutes.Students complete the task individually then pair-check. Give them the answer key or display it on the board.Open class feedback.

Productive task (20 minutes) • To provide an opportunity to practise target productive skills

• Tell Ss that there will be a competition and a mystery winner. After writing their essays, it will be displayed on the wall to choose the best piece of writing. • Show the writing sheet.(HO5).Tell Ss that the introduction is already written for them.Tell them that they will have 15 minutes to write the two body paragraphs only. • Explain that once the music is stopped,they will have to stop writing. ICQ: How many paragraphs will you write? Two Will you write the introduction? No Will you write the conclusion? No •Hand out the writing sheet . • Play the music track.♪♫♪♫♪ • Students write.Monitor and take notes on errors and good uses of language. • Once the time is up, stop the music and ask students to stop writing. •When finished,put students into pairs. Ask Ss to swap their pieces of writing with their partner and carefully read and edit their partner’s work. Read your partner's essay and answer the questions. (Show them HO6) - tell him or her what is good and what they can improve.(Give out HO6). • After that, when students have read and commented on their partner's essays,the writing is returned to the one who wrote it to correct any mistakes or make any changes. • Display students' writing on the wall and ask students to choose the best essay according to the checklist .Announce the mystery winner.

Feedback and Error Correction (7 minutes) • To give SS a clear idea about how they improved as writers in this genre & to further motivate them

Teacher feedback: ----------------------- Highlight some examples of good language use to further motivate Ss and to praise them. Write a number of sentences taken from students' written work on the board.Ask Ss to identify which sentences are correct and which ones are incorrect. Ss discuss in pairs. Elicit the correct answers from the Ss. **If time allows, ask Ss about what they like in their partner's piece of writing.

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