Gabriela Britos Gabriela Britos



Abc Student's sheet
Abc Feedback Checklist

Main Aims

  • By the end of the lesson, students will have practised their writing skills in the context of a hotel's review

Subsidiary Aims

  • Students will also practise lexis connected with description of a place


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T greets students and shows the first slide. T:Do you remember when was the last time you stayed somewhere on holidays? Do you book online? Do you read comments of people who went there?

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

T shares screen with students for them to see the hotel review and sends a doc with the text. T: I stayed at this hotel. Read my review. T Where is it? Would you like to go there?

Analysing the text (4-6 minutes) • To highlight and clarify organization of ideas, register and language of the model for coming productive tasks

T How many paragraphs did I use? Sts 4 What information is in part 1? Sts: Why I went there T continues elicit what information is in each paragraph: P2, What is best about the place, P3, accommodation and services, P4 final comments. (Students will have this task in their word doc sheet and at the same time T highlights it on the screen). T: What kind of language do I use? Formal? Informal? Both? Yes, both, it's neutral/semi-formal. T: What words do I use to describe the place, the food, the service? Students might mention some adjectives, T points at them and also adverbs. T: How do I link ideas? T points at some linking expressions used.

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

T Think of a place you've been to and write a review. T sends link to the collaborative google slides for students to write in each slide. Send them the useful expressions in a google doc. T: You have 20 minutes to write your review. You can use the useful expressions to help you. You can ask me any questions in the chat. T Monitors and gives immediate feedback on students' work and make comments in the comments section of the slides if necessary.

Peer correction and feedback (5-6 minutes) • To foster students' collaboration by giving feedback on each otherĀ“s productions

T: Check each other's writing. Follow the checklist. Set students into breakout rooms and give them the checklist. Students get each other's feedback in break out rooms

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