Farzad Tabrizi Farzad Tabrizi

TP06-Farzad-Tabrizi-CELTA-IH Mexico
Upper-Intermediate level


Main Aims

  • To provide Ss with the process and product writing practice of a very short essay in the context of some debatable topics to choose from for an expository short writing

Subsidiary Aims

  • To provide the Ss with the fluency speaking practice in a conversation with their peers in the context of collaborating in GD task and during the FB part of the lesson where they check each other's work


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

• Ss will be engaged to tell their idea about the advantages and disadvantages of smartphones by imposing this question 'Have smartphones made our lives easier? Give examples" through a google presentation file • As Ss talk T takes notes in two different column of "For, agree, pros" and "Against, disagree, cons"

Sample analysis (8-10 minutes) • To provide a model of production expected in coming tasks through a GD group or pair work task where Ss will discover the structure and language to make the structure with it

• Ss will work with each other to answer a set of questions related to a sample of writing T has already written . Ss will work on a google forms file. Here is the link to the file "https://forms.gle/MegY2ZdU2qwxHxST7" T has integrated MFPA sequence in the design of questions. P is not being taught or dealt with but the rest will be as follows. • Ss will read T's sample to understand the meaning, purpose or function of each paragraph to be able to answer questions 1 to 4 (This part deals with M) (subtly Ss are being exposed to F of the whole writing) • By answering Q5, Ss' mind will be drawn to the minimum required elements to convey their message through this type of writing for meeting the task achievement criterion (This part deals with M and F) • Ss deal with the basics of (the nitty-gritty you may call it :)) the mechanic and the form of writing through Qs 6-10 (This part deals with F) • In Q 11 Ss will see how language selection can change the same text and meaning from formal register to informal. (This part deals with A) Also Ss will be exposed to language chunks they will need for the productive part (Underlined parts of both sample text they have read) • OCFB will be conducted by eliciting the answers from the Ss • OCFB will be conducted by a google jamboard file with the following link. In this way Ss will visually see the answers. Here is the link https://jamboard.google.com/d/1GjkWI94elwU5y12AZ9mX0BngKAfzIG6N8VXc5c94Fp0/edit?usp=sharing" • ICQs for each part that may be used, are as follows • ICQs for Qs 1-4: • Do you say your opinion in the first paragraph? No • Do you write the question in your own words in the first paragraph? Yes • Do you write your opinion in the last paragraph? Yes • ICQs for Q 5: • Can we write two or more different ideas in one paragraph? No • Does a paragraph acts like a folder, every different subject should be in a different folder? Yes • ICQs for Qs 6-10: • Can we write the example first? No • Should we be clear about what we mean? Yes • Should we care for the punctuation? Yes

Productive Task/ Writing (18-20 minutes) • To provide an opportunity to practice writing a for and against (pros and cons)

• Ss will choose a topic from four topics that T has presented them via a google docs file where you can find the link to it here: "https://docs.google.com/document/d/1TGIxUnz40Ry4OkB1aMeAm4OPTnMpzPvA65Jj-GRLVy0/edit?usp=sharing" • Two of the topics are chosen because they were the hottest debatable current topics in Mexico and Argentina, because the Ss are from these two countries and chances are the topics will be of their interest

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

• Ss will do this part as a pair work or group work, by a checklist that T gives them. Checklist is brief and will be given by a google forms file. Here is the link "https://forms.gle/vULVqfrGPwCw4U8T7"

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