Pete Champlin Pete Champlin

Intermediate level


Abc Writing Sample Review form
Abc Shared writing doc

Main Aims

  • To provide product writing practice of a text messages in the context of making plans

Subsidiary Aims

  • To identify informal/slang language in the context of writing text messages


Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

Display several photos of some my favorite activities I participate in with friends (e.g. hiking, concerts) and ask Ss to describe what they see. Are these activities done alone? (No, with friends) Can I do these activities now, during the pandemic? (No, these are activities I'm looking forward to doing after COVID) Ask Ss: What are you looking forward to doing after the pandemic? Ss discuss question in BoR. One or two Ss share responses with class.

Writing Sample Review (8-9 minutes) • To provide a model of production expected in coming tasks through reading

Texting is probably the most common way for friends to make plans. Ss will read a text message dialogue between two friends making plans. Reading for gist: Ss first read to determine what the friends are planning to do. Review responses with class. Review potentially unknown words or phrases (e.g. to pick up someone, LOL). Reading for format and language: In BoR Ss read again and answer questions about key language, formality, and structure points of the dialogue. Review answers using key. Display writing checklist and review key points CCQs: Do you have to use full sentences? Do you have to agree on a plan? What things are included in a plan?

Writing Task (14-15 minutes) • To provide an opportunity to practice target productive skills

Ss will work in pairs to write a text message dialogue between friends making plans. Display instructions (Work with a partner, Make plans to do an activity together, etc) Lead a quick brainstorming session for ideas for activities they could include in their writing. Write these on a shared doc. Chat link to the shared writing doc. Create BoR. Monitor the groups and the writing on the doc.

Peer review (5-6 minutes) • To provide students with an opportunity to review a peer group's work

In BoR each Ss pair will read another pair's dialogue, and evaluate it against the checklist. Ss write comments on doc. Ss have a chance to revise their writing.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

If time, Ss read dialogues aloud. Provide feedback on use of appropriate language to make a plan. Share sample language gathered during group monitoring. Allow Ss to determine whether language is correct or appropriate.

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