Pablo Pablo

Teacher Practice 7 Writing
Intermediate level


In this lesson the students will exercise their writing skills in the context of making the written description of someone they know.


Abc Presentation
Abc Handout 1

Main Aims

  • To provide product writing practice of a description of someone they know very well in the context of in the context of a secret dossier.

Subsidiary Aims

  • To provide clarification of of I´m going to tell you x about him/her, I think three words that would describe him/her would be x, y and z, I suppose that´s one x he/she doesn´t like, because... in the context of in the context of a secret dossier.


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

During this stage of the lesson the teacher addresses the students and notifies them that today they will work for Mi-6 and will cooperate with James Bond! After this a picture of a classified dossier is shared with the students so as to set the tone of the roleplay of the lesson and illustrate the use of the written document that they will produce. For this the teacher elicits from the students CCQs such as: What is a Dossier used for? What information do you think it must contain? What could happen if the dossier is inaccurate? Is the dossier long? Is the dossier concise? After these elicitations the teacher acknowledges the student´s responses and passes to the next stage of the lesson, stating that their mission shall be assigned. This stage should not take more than 5 minutes.

Sample Analysis (6-8 minutes) • To provide a model of production expected in the coming writing task

For this part of the class the teacher begins by explaining to them that fortunately they will not be field agents, but nonetheless their job will be as critical, as they have to make a Dossier of a subject, their acquaintance, for Bond to contact and rescue in a crowded space. Because they have been targeted by a dangerous organization Were he to be mistaken the mission their friend´s lives could be compromised, so the dossier must be accurate. For this effect a slide from the presentation with a dossier with highlights for layout analysis is shown to the students. With it several CCQs are elicited in order to stimulate and make the students aware of its structure.Some examples could be: What comes first in the dossier? What does it include? What does it not include? How many questions does it answer? What is the last part of the dossier? After this CCQ session the teacher asks if there are any doubts and then passes on to the funcional language part of the stage. For this a new slide of a model of the dossier is shown, this time with the language highlighted and its purpose stated, from the model form should be evident enough for the students to be able to answer if elicited by CCQs, which is how its understanding will be checked at the same time that appropriacy if applicable will be. Some examples are: What is this for? Would you use it with your boss? Would you use it with your friends? What is it followed by? Do you have commas after it? Do you use number or words? Do you use it for hobbies or work-related abilities? After these questions and the possible doubts have been cleared it is time to pass on to the next stage, for this the teacher states that they have been briefed and M says it is time to get to work.

Productive Writing Tasks (23-26 minutes) • To provide an opportunity to practice target productive skills

In this stage there are two different substages. The first one is parallel writing and the second one is the freer writing substage. For the first one the teacher states it is time to gather intelligence on the subject they will have to write about, in this case somebody they know really well like their siblings, best friends or significant other. In this stage they are sent for 3 minutes, extendable to 4, with a classmate to a Breakout Room and are requested to write down in a slide, specially prepared with the entries of the information they must include in the dossier, the mechanic for this activity is simple: one student makes the questions to the other and the other writes it down in his or her slide, when finished they switch roles and after this has been done the BORs are dissolved. During this time the teacher monitors. After this sub-stage is over the students are requested to pass on to the dossier writing stage. In this stage the students are going to be writing in a dossier format that includes the necessary headings and a reminder of the funconal language, of which at least 2 phrases must be used, to facilitate their writing. For this substage and the previous one the students are working in the Presentation, this time individually while the teacher monitors and aids with any kind of blockage they might have. For this substage 20-22 minutes are allotted.

Publishing/Feedback and Delayed Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

In this stage the teacher congratulates the students for their job and says that before they send these dossiers to Bond M has ordered us to check them so they have 2-3 minutes to check their partner´s slide in a Breakout room while their classmate does the same. For this the students have a simple rubric in the TP7 Handout 1 to use at the same time they check their partner´s slide. When finished they only check on satisfactory or insatisfactory in this Handout. After this OCFB begins and the students are asked if their classmates passed. The teacher congratulates them and begins Feedback and DEC. For Feedback and Delayed Error Correction the teacher selects up to three errors in the dossiers to be corrected and clarified. Also 3-4 correct or notable and positive language users, then encourages and congratulates the students for their use. After this the teacher shows the classified slide of the presentation thanks the students and passes the class to the other teacher trainee.

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