Paloma Muñoz Paloma Muñoz

Writing lesson: blog entry
Upper intermediate. level


In this lesson, students will write a blog entry parting from a model provided in a travel blog. They will also identify phrases and expressions that catch a reader's attention.


Abc Text

Main Aims

  • To provide product writing practice of a blog entry in the context of travel blogs

Subsidiary Aims

  • To provide fluency speaking practice in a peer-check groups
  • To provide review of rhetoric devices for writing a compelling piece.


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

T. asks the students if they know the difference between a blogger and a vlogger, or between a blogger and an influencer. Ss. go into breakout rooms to talk about their preferences, if they follow any specific influencer or blogger and what they post about. Ss. come back and we enlist different styles of blogs.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T. sends a screenshot of the text so everyone can read individually for 3 minutes T. models how to analyze the text layout: what is the author doing in this paragraph? what information is contained? how does he engage the reader? Ss. go into breakout rooms to complete the layout analysis

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

T. provides examples of rhetorical questions and asks the students to identify them in the text and that they're used for. T. elicits form and pronunciation (emphasis) for rhetorical questions and shows a checklist with things to consider for when Ss. write their blog entry.

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

Ss. go to their slide in a google slides and write a blog entry with a recommendation about fashion, travel, food experiences or recipes or lifestyle. They can customize it an add images so it's more fun.

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

Ss. check their peer's blog entry by using the checklist (each one will review the slide that comes after theirs) T. conducts OCFB by asking each student what they thought of the entry they reviewed T. shows the different slides so everyone can have a general view of what their peers did

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