To provide process writing practice of an essay in the context of railways versus roads
To provide practice of how to generate ideas and organise them in the context of railways versus roads
Procedure (40-45 minutes)
Begin by telling them that this is a Task 2 writing lesson. Elicit from learners all the information they know about Task 2. Correct them if necessary. Time: 40 mins Words: 250 Style: Academic - semi-formal or formal Now, sit among learners and ask them: What is your best way to go from Cairo to Alexandria? Listen to their answers. Ask them: Why do you prefer cars / trains / planes? Listen to their answers. Ask: Do you think there has been some development in railways and/or roads? Listen to their answers. Give praise when needed. Ask: Which is more important to spend money on: railways or roads? Why? Listen to their answers. Give feedback on content.
Now, we move to the types of essays in Task 2. How many types do we generally have? Elicit: Three. Give learners HO1 (essay types) and ask them to choose the correct answer for each question. Give them 2 minutes. They work individually. Let learners check in pairs and then give them the answers. Give learners HO2 (Task 2 question) and ask them to underline the key words. Demonstrate an example with them. Give them 1 minute. They work individually. Let learners check in pairs and then let them check the answer key. Now, ask them about the type of essay. Elicit: giving an opinion and justifying it. Give them HO3 (organising ideas) and ask them to put each idea under the correct category. Give them 3 minutes. They work individually. Let learners check in pairs and then give them the answers. Divide learners into two groups. Ask them to generate two more ideas under each category. Give them 3 minutes. Check their ideas and give feedback on content.
Give learners blank sheets of paper and ask them to start writing the introduction and the first body paragraph. Give them 15 minutes. They work individually. When finished, they exchange sheets and check their partner's writing using the correction code. Make sure they write the codes without correcting the mistakes. After that, the writing is returned to the one who wrote it to correct the mistakes according to the code. They discuss the codes and correction in pairs.
Write samples of learner's sentences on the board. Ask them to determine which sentences are correct and which ones are wrong. They discuss in pairs. After that, ask them to correct the wrong ones. If time allows, ask them to comment on what they read in their partner's piece of writing.