Andrea Garcia Andrea Garcia

TP 7 Writing
Upper-intermediate level


In this lesson, student will practice their writing skills by producing a review and make recommendations.


Main Aims

  • To provide product writing practice of a review of an event in the context of personal experiences

Subsidiary Aims

  • To provide clarification and practice of making recommendations (positive/negative aspects and overall conclusion) in the context of event reviews.
  • To provide gist reading practice using a text about a concert review


Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher will asks students the following questions about an event they attended: -What was the last event you attended? -Did you enjoy it? So they start brainstorming about an event they can write a review about.

Gist (2-3 minutes) • To provide an initial familiarity with the text

Teacher will ask students to read (quickly) the model to get the main idea of the text, while thinking of the following question: - What are you reading? A review of an event Then, the teacher will ask what the students think the purpose is of writing a review (To recommend or not an event).

Layout (4-5 minutes) • To analyze and/or identify elements of layout that provide coherence and cohesion in the text

Students will read the text again to identify the parts that constitute a review for an event. SS do task in BOR, 3 min In OC, teacher reviews the layout and clarifies questions. 2 min

Useful Language (6-8 minutes) • To analyze and/or identify language conventions in the text

Event review: Making recommendations and Positive/Negative remarks Teacher will emphasize how to soften disagreement expressions to sound polite. Students will do MFPA tasks: 1) Meaning: SS will group statements into Positive remarks, Negative remarks, and Conclusion/Recommendation statements. Jamboard in BOR, 2 min. OCFB to further clarify, 1 min. 2) Form: T will elicit the form from students. OC 4 min. 3) Appropriacy: T will ask students the type of language: informal, neutral, formal. OC 1 min.

Freer Writing (10-14 minutes) • To produce a similar text based on the sample for fluency purposes.

Students will produce a review for an event they have recently attended, making sure that they follow the layout and include useful language for the positive/negative aspects and conclusion/recommendation.

Publishing & Feedback (6-8 minutes) • To allow learners to share their text and get feedback on the contents and language of their written production

Students will conduct peer feedback. Individually, they will read each other's review and award stars (rating based feedback) based on if they followed the layout and included useful language expressions. Each bullet point is worth a star. S, 4 min. Teacher will conduct OCF, nominating students to share their rate. T-S, 3 min

Feedback & DEC (3-4 minutes) • To provide feedback on students' production and use of language

T conducts OCFB T conducts DEC (Both accurate and inaccurate language)

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