Daniel Daniel

TP7 - Writing Skills
Upper-Intermediate level


In this lesson the students will practice their writing skills - primarily informal writing skills focusing on a use of strong adjectives indicative of a blog-post.


Main Aims

  • To provide process and product writing practice of a blog-post in the context of the do's and don't of socializing

Subsidiary Aims

  • To provide review and practice of imperative syntax in the context of social requirements
  • To provide practice and review of lexis relating to socialising and interacting


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

Students will be presented with a question: "What should you never do when you go to a bar with a new friend?" Students will type an answer on the board. As a whole class, the answers will be discussed, T will elicit further detail and ask questions regarding the responses.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

A text is shown to students: "Do's and Dont's at a UK dinner party" The students will be asked to read the text quickly and T will ask them "do you think these instructions are helpful?...easy to follow?" "Who might read this text?" "Where might you see this text?" LAYOUT Students will be presented with ta Google Forms activity. They will work in pairs to decide whether the certain layout features are present in the text or not. i.e. "headings, conclusion, images, etc". The T will elicit ideas and ask for further detail or an example from the text. CCQ - "Overall is the text informal, formal". "Does it give a lot of detail/explanation?"

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

Meaning 1. Cline scale is displayed "weak verbs/adjectives" to "strong verbs/adjectives" Students work in pairs to plot the lexical items discovered from the text onto the cline scale. CCQ: "Overall is the language in the text strong/opinionated?" Form 1. Broken example sentences are displayed and T nominates students to order the words into a sentence. CCQ - Which is the main verb and which is modal verb? Which tense is this in? CCQ - Is this sentence an order or a suggestion? What type of sentence is this? CCQ - Which sentence is stronger? Which words belong in this contracted expression? Can you find another example of a contraction in the text? Appropriateness Venn diagram of a blog-post and an invite from The Queen. Students would select the language item and drag it where they felt it was appropriate for that writing genre. Done as whole class - quickly. CCQ "why would we not use imperatives in the formal invite?" Why are contractions suitable in this text?'. etc.

OPTIONAL Parallel Writing (4-5 minutes) • To allow the students to practice using the target language in context

The students are provided with a fill in the blank exercise on Google Forms. The students will see a sentence which has the modal verb omitted and they will work in pairs to select, from the options provided, the most suitable modal verb. Teacher will elicit answers, ask some CCQs "how do we know this?", etc. Feedback provided as a whole class.

Productive Task(s) (12-14 minutes) • To provide an opportunity to practice target productive skills

Students are instructed to use the language observed to create a blog-post: "The do's and dont's when meeting your partner's parents" The students will work independently to create the text and publish it to the public forum. T will be available to answer questions and assist should it be needed. T can monitor student writing as typed

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

Students will be presented with 5 steps to check their partner's work. "Clear, layout followed, etc." The students will be asked tot read their partner's work and grade their work based on how many of the criteria were met. Teacher will have monitored writing tasks and will provide some Geri feed-back: a) ideas organized and structured b) Student A used contractions which are appropriate for an informal text like this c) Student B used some strong verbs to make their post more expressive. T will provide specific examples of some incorrect language usages and ask student if there could be a better way to express this idea, word, etc. The feedback is visually displayed. T also notes down correct grammar structures with modal verb usage.

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