Jenny Jenny

Lesson Outline for TP8 _ Writing
Upper Intermediate level


Abc Navigate CourseBook B1-PreIntermediate (Teacher's edition) Caroline Krantz and Julie Norton
Abc Snowboarding - Exercise
Abc Student's writing
Abc Student's handout
Abc Teacher's general guideline

Main Aims

  • To provide product writing practice of an email to a friend in the context of some past events that went bad

Subsidiary Aims

  • To provide gist reading practice using a text about some bad events in the context of vacation


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

Teachers says hello to all the class. Teacher asks to everyone if they like to do dangerous sport like snowboarding and paragliding. Teacher sends students to BOR's to share these questions between them. (2 minutes). Students come back and share with the class some of the experiences.

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

Teacher asks students to read the two questions (they have to read at the teacher's shared-screen). Then, teachers told them that they have only 30 seconds to skim the text and try to find out the answers. CCQ: Are you going to read slow or fast? A: fast CCQ: Are you trying to understand everything? A: No At the end of the 30 seconds, you have to write your answers into the chat. Teacher unconvers the text for 30 seconds. The answers: 1) What did Juliana do recently? She went snowboarding. 2) What went wrong? Nothing happened to her but a friend of her had her leg broken when she was snowboarding. The teacher demands to students to answer these six questions in google form (individual activity) (1 minute) Teacher makes a demo: CCQ: What is the objective of the first line? A: Saying hello to a friend. KA 1) Saying hello to a friend 2) Telling her friend what happened 3) Telling her friend how ended the story 4) Saying you will contact her/his soon 5) It's a nice and informal way to say you care your friend 6) Juliana After that, we share the answers all together and ask students some CCQ's. (3 minutes) How do we call the first line?We call salutation How do we call these two paragraphs? We call body of the text How do we call to the end of the email? We call closing How do we call to this name? We call signature

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

Introductory (2 minutes) Teacher explains learners that we have some expressions for writing when we want to describe some past events. Let's have a look at red square: Showing how a situation changes and Showing the order of events Let's have a look at blue square: Talking about unexpected event and referring to an action which interrupts another action Let's have a look at green circle: Ending a story Exercise (6 minutes) Teacher explains this activity, learners have to work alone and try to discover the answer for each sentence to complete it. After that, learners have to find out which statement corresponds to each sentence (A, B, C, D, E). Teacher makes a demo: 1) For number one: The accident happened when she was snowboarding (E- Referring to an action that interrupts another action). Learners have to do them in a separate piece of sheet. (2 minutes). Then, they go to BOR's to compare the answers (2 minutes). Finally, we as a whole class, check the answers, in case, they have some doubts.

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

Teacher explains the activity and learners have 15 minutes to write the email.

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

Teacher explains that each student will read his/her partner's text and check if they have written in paragraphs, including the parts of the email and the expressions learned. (1 minute). Then, pairs go to BOR's to share comments and feedback (3 minutes). Learners return to main room to share some final feedback and comments from the teacher. (1 minute).

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