Gabriel Gabriel

B2 level


Abc General handout

Main Aims

  • To provide product writing practice of a balanced opinion essay in the context of technology

Subsidiary Aims

  • To provide gist reading practice using a text about a balanced opinion essay in the context of technology


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T will give Ss the handout link and begin the lesson by asking them: What is your favourite gadget (excluding your phone) and why? Ss will then say their gadgets and T will anotate their answers using zoom´s tools.

Exposure (2-2 minutes) • To provide a model of production expected in coming tasks through reading/listening

Slide 3 Exposure has one activity meant for students to ignite their creativity and start thinking about arguments, which is part of the process of writing an opinion essay. 2 minutes. "Look at this essay question. Write 1-3 arguments or examples for each view. For example: It's true that it's harder to ignore your boss on the weekends because of cell phones. " "You have 2 minutes"

Useful Language (10-11 minutes) • To highlight and clarify useful language for coming productive tasks

Useful language will be divided in two activities created as means of GD for M and A. F will be mentioned by T as "formal" or "neutral" depending on the 8 TL items. Slide 4 Ss will have to compare their arguments to those given by the text, then compare the similarities and unique arguments. 5 minutes to read and compare and 2 minutes for OCFB "Read the text. How many of your arguments are mentioned? You have 5 minutes" T will do OCFB asking for two or three arguments not mentioned in the text and anotate them using zoom. Slide 5 Students will have to order the essay´s structure. "Re-order the structure so it matches the text. You have 2 minutes" Slide 6 Answer key and OCFB 2 mins.

Productive Tasks (18-23 minutes) • To provide an opportunity to practice target productive skills

Slide 7 (Controlled writing mixed with language analysis) Now comes the first activity in which Ss will have to match the bolded TL items into their respective categories: Introduction, giving both sides of the argument, giving extra details/examples, giving your own opinion and introducing the conclusion. This is using a google forms. "Fill in the bolded phrases from the text in each category. You have 3 minutes" "Remember to submit your answers" OCFB for the mistakes. Slide 8 Ss will now write their own essay based on a base topic. "Look at the following essay question. Write an essay in the style of the five paragraphs of the warm-up activity. Try to think of a main idea and supporting arguments. Write your essay in 200-250 words." "You have 15 (or 20 depending on the time left) minutes"

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

Slide 7 Here Ss will read their partner´s "Read your partner´s essay. Look out for: Did they have some good ideas for both sides of the argument? Did they follow the given structure? Did they use some of the phrases in bold? What did you like about the content? What would you change about the content? " Remove last 2 questions if time is too constrained

Delayed Error Correction • To give students personalised feedback on their issues

T will give DEC depending on the student´s essays.

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