Oksana Oksana

Writing Lesson
C1 level


A letter to the editor/authorities


Abc On Screen C1 SB p. 52-53
Abc On Screen C1 SB p. 50
Abc PowerPoint Presentation
Abc On Screen C1 IWB

Main Aims

  • To provide product writing practice of a formal letter in the context of expressing opinion about a matter interesting to the public while writing a letter to the editor

Subsidiary Aims

  • to practise using formal linkers;
  • to improve planning skills


Lead-in (2-4 minutes) • To set lesson context and engage students

In groups, think of reasons why people might get promoted at work and reasons why they might get fired. SS work in session rooms. FB: elicit ideas on board open-class

Exposure 1 (2-4 minutes) • To provide a model of production expected in coming tasks through reading

Read the letter on p. 52. Is the man getting fired or promoted? Does the letter mention any of your reasons? FB: elicit answers open-class

Focus on layout 1 (3-5 minutes) • To work out the layout of a formal letter by analyzing the model text

With a partner, work out the purpose of each paragraph. FB: elicit ideas from each pair. Read the task in ex. 5a. How does it relate to your plan? Does it mention the same points? FB: open-class

Focus on register 1 (4-7 minutes) • To elicit the difference between semi-formal and formal writing registers

Follow the link. Read the statements about the writing registers. Are they about the formal or the semi-formal register? Mark each one S or F. Check your ideas in SB on p.50 FB: open-class: How many correct answers did you get? Do you have any questions about your mistakes? Ex 5b. SS read the letter on p. 52 again and underline the correct alternative. Compare with a partner. FB: IWB

Focus on language 1 (3-5 minutes) • To elicit work-related vocabulary necessary for completing the task; to elicit/teach more formal vocabulary

SB p. 52: Read the letter again. Underline phrases to give posotove characteristics. Circle phrases to give negative characteristics. FB: elicit ideas open-class IWB: Look at the screen. Choose the more formal alternative.

Exposure 2 (4-5 minutes) • To provide a model of production expected in coming tasks through reading

Ex 6: Read the rubric, underline the key words. Read the model answer. Does it answer the points raised in the rubric? FB: elicit answer open-class Read the model answer again. What does it have in common with the letter in ex 5? Think about layout, register, language. Compare your ideas with a partner. FB: elicit answers open-class

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

Ex 7b: Read the rubric. Underline the key words. Answer the questions in groups. FB: elicit answers open-class Ex 8: Brainstorming: What are the benefits of employment agencies? Is it possible to use all of these ideas in your writing? Why not? - Elicit ideas open-class in PPP. Layout: How will you greet the reader/sign off? How many paragraphs will you have? What will each one be about? Register: Will you use formal or semi-formal style? Why? Can you use passive? (Yes) Phrasal verbs? (No) Short forms? (No) Language: Look at the Useful language box on page 53. Circle the linkers you want to use to express your opinion. Circle the phrases to list arguments. Writing: Write your letter in Microsoft Office.

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

Peer FB: Save the document and send it to a partner in the chat. Read your partner's letter. Did your partner use the same ideas as you? - elicit FB from each S Ex 9: Read the letter again. Use the checklist in ex 9 to evaluate your partner's writing. Use different colours to highlight the points mentioned in the checklist. If you think there's a grammar/vocabulary/spelling mstake, underline it. FB: How many points from the checklist did your partner's letter meet? Teacher's FB: Send your partner's letters to your teacher.

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