Aseel Haider Aseel Haider

TP8 Writing
Intermediate level


In this lesson students are going to get to read about rules, sentencing and punishments and put their thoughts about the topics that will be given to them writing. Moreover, I will go over a couple of vocabulary really quick in order for the students to be able to understand the topic properly and be able to write about it. They will have process approach base of the task, hence, they will have to brainstorm and come up with ideas.


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Main Aims

  • The main aim of this lesson is for the students to write using the process approach.

Subsidiary Aims

  • The sub aim of this lesson is to teach them the vocabulary they might encounter whilst reading the topics which they will write about.


Warmer/Lead-in - Setting Context (4-6 minutes) • To set lesson context and engage students

I will start off by telling them that I read a piece of news in the newspaper the other day about a a couple who forgot their baby in the car and it was very hot. I will let them discuss what they think they should do with the parents.

Brainstorming (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Before they start anything, students will be given the vocabulary they might need to use while writing and discussing. I will try my best to elicit! Students will then be shown pictures of Le Casa De Papel (Money Heist), and Pablo Escobar, and tell me what they both have in common. They will have to discuss in groups what they think should be done with them. How will they sentence them basically. Give reasons to why they think this is the best punishment. Then I will give them the topic they need to write about, which is rules and punishments of crimes. I will only provide language support when required.

Language Analysis (5-7 minutes) • To clarify the meaning, form and pronunciation of the task language

Students are then going to be given a short task on page 115 of the Cutting Edge 3rd Edition book, in reference to the writing task they previously did, a continuation of it, and I will make sure they know what linking words are, and how it is used, and phrases used to introduce ideas in order for them to use them in their future writings.

Task - Planning and Mind Mapping (8-10 minutes) • To provide an opportunity to practice target productive skills and to plan

In relation to the 2 opinions they have previously read, which they can read again if they want, the students are to plan out their ideas together, what they will write about, judge the quality and the usefulness of ideas, set their starting point basically. Then they will organize those thoughts and put them into spidergram to make it more visual for them how their ideas float. Hopefully, it will facilitate for them the structure of their writing.

Writing the First Draft (4-6 minutes) • To provide an opportunity to write students' report

Students are then encouraged to write their first paragraph of no more than 3 - 4 sentences in regards to their opinion about the short topics they have just read.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

They will then exchange their drafts with their partners and have fun reading each other's and discussing what they think. Perhaps even if they wan to add anything more to what they wrote after their discussion, they can. I will get some feedback.

Language Practice (6-8 minutes) • To provide students with practice of the task language

Students will then do exercise 3 were they will have to relate back to the opinion essays they have just read. The task should be easy for them at this stage because they have gone through it and have a good idea, I hope, of what they need to be looking for.

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