natacha natacha

TP 6 - Writing
Pre Intermediate level


In this lesson, Students will develop writing skills in the context of travel destinations.


Abc Notes

Main Aims

  • To provide process writing practice of a short leaflets in the context of to promote a place they like (e.g. a restaurant / hotel)

Subsidiary Aims

  • To provide practice of about cities, places, attractions, tourism in the context of travel
  • To provide gist listening practice using a text about about cities, places, attractions, tourism in the context of travel


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T introduces topic to S with a Youtube video of the Maldives made by Lonely Planet. T asks Ss what do they think will be the topic today. T Shows Ss in Jamboard a board with the question " What are these?". T enlarge images for Ss to check details in every image about information of destination, resorts, and descriptions. T listens Ss and check their answers.

Text Analysis (10-12 minutes) • To highlight and analyzed what is a leaflet and it purpose.

T introduces the meaning of the leaflet in Jamboard and then with CCQ's T explain its parts in G. Slides asking what do they think each part is. T shows Ss Slides with every part's name of a leaflet with the important information and relevant that a leaflet needs to show to attract attention. T introduces Task 1 in G. Forms. Ss need to find the right Title- Description-Attraction-Contact for The Plaza Hotel, NY. T assigned the activity individually and gives them 4'. T checks FB and answers with SS in an OCFB.

Writing (15-20 minutes) • To provide an opportunity to practice target language with the productive skill of writing their own leaflet

T introduces Task 2 in G. Forms. Ss need to write their own paragraphs to create a leaflet for a Maldivian Resort. T provides explains examples and explain instructions with keywords. T gives Ss 10 ' to complete task. T checks Ss answers and rotates them in each question, T takes notes of possibles mistakes and check each part one by one in OCFB.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

T shares with Ss Task 3 and final, which is checklist to review with a partner. T divides them in pairs using breakout rooms. T asks them to read or listen their partners leaflet information and review with the checklist the information that was completed. T gives them 4'. T brings Ss back to OCFB and check their written mistakes, vocabulary and type of language.

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