Jack Jack

PET Writing
B1 level


A in-class writing lesson demo for EF


No materials added to this plan yet.

Main Aims

  • To provide process writing practice of an article about a person the students admire

Subsidiary Aims

  • To help students get more familiar with the writing task 2 requirements in PET exam


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

1. Greetings 2. Engaging Ss with the topic through the following steps: a. Show Ss a picture of my practicing Tai-ji. b. Ask the class what they can see in the picture and elicit Tai-ji; (briefly introducing what Tai-ji is if the class is not familiar with it). c. Explain why I like it as a sport and transit to the point that many people help me grow fond of it and the one who has been most helpful is in the next picture. d. Show the second picture, in which master Fu is in action. Ask Ss to guess who he is and then give the answer (He is my Tai-ji master (coach) ; e. Play a clip of video of master Fu in action then ask the class "Is Master Fu good?". Write the word "admire" on the board and say to the class " He is so good that I admire him!" , mentioning a few reasons why I admire him by repeating the pattern: I admire him because he is hard working I admire him because he is patient,... has great skills at Tai-ji, funny, good at explaining and teaching...), f. and finally ask Ss their understanding of the word admire. and ask them if they have anyone in their life who they admire like I do with Master Fu.

Task-introduction and Example Exposure (7-9 minutes) • To help Ss understand the task clearly and provide a model for analyzing

1. Explain that they have to understand the task clearly before starting writing. 2. Show Ss the article in task 3 on p77 and ask them what are important words, eliciting important words are those they tell them what they need to write. Proceed with the task. 3. Then call on a few students to share their answers and explain their reasons of choosing. 4. Summary the key points in this writing task in a check list. 5. Give two minutes for the students to complete task 4 and check with them. 6. Let Ss do task 5 individually and nominate a few to share their answers. Remind them to take reference to the check list provided in step 4.

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

1. Draw Ss's attention to No. 4 requirement in task 5, and let them do task 6. 2. Let Ss pair check their answers and give feedback to the whole class. 3. Show them a model answer for the writing and ask Ss to identify the words used for describing appearance and personality in the sample writing. (optional: depending on the level of students ) Let group students into two teams and do a board race activity for brainstorming words for describing person's appearance and personality. The team which come up with most suitable words win. 5. Correct any mistake on the board and show a range of vocabulary or expressions in slide/board as reference for their following writing task.

Writing Task (15-18 minutes) • To provide an opportunity to practice target productive skills

1. Check with Ss what they need to do before starting writing the text, elicit that they need to decide who they want to write about and write down some adjectives for describing appearance and personalities and also the reason for them in simple expressions. Remind they only have 5 minutes for this step. 2. And then let Ss start writing. Explain that they may take reference from the model writing shown in the earlier stage if needed. 3. Let students check their writing using the check list in task 5 and swap for pair check.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Teacher gives feedback to Ss on their writing and comment on both good or erroneous language.

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