Isabel Isabel

Upper- intermediate level


In this lesson, students will identify formal and informal expressions commonly used to describe a chart and they will use them to write a description.


Main Aims

  • To provide product writing practice of a description of charts in the context of life priorities.

Subsidiary Aims

  • To provide practice of language used for formal and informal descriptions.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T asks: are you happy? what things make you happy? T shares a slide with some examples and elicits comments from different students.

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss will see a chart that illustrates the relationship between happiness and age. The exposure section will start with a personalization activity. T will ask: Do you think this is true? Do your priorities change along your life? This activity will allow Ss to start with the analysis of data and expressions related to charts description. In the second part of the activity, Ss will read a description and will analyze the expressions used to describe a chart.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss will work with an activity from Google Forms. This activity will be in pairs and Ss have to choose the formal expressions. In the activity, Ss will work with appropriacy and function. At the end of the activity T will nominate different students to check the answers in open class.

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

Ss will have 12 minutes to write two paragraphs describing a chart that illustrates the "Amount of your life that you control" Instructions: You have to decide if they want to write a formal description or an informal one. We are going to have 12 minutes to write two paragraphs. You are going to write these paragraphs in a slide on a page of Google Jamboard. After 12 minutes, T will assign a writing to each student. Ss have to identify mistakes or good ideas in the text and write their comments down. Ss will have 4 minutes. At the end of the activity, T will elicit some comments.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

T will write on the board some examples of the appropriate use of language and some sentences that have problems with appropriacy or grammar. T will asks for the right version of the sentences.

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