Joanna Pardo Joanna Pardo

Writing a leaflet
A2 level


Abc Jamboard
Abc Google Form: MFP
Abc Google Slides

Main Aims

  • To introduce and provide practice of writing a short leaflet to promote a place they like (e.g. a restaurant).

Subsidiary Aims

  • To provide clarification of recommendations in the context of a restaurant they like.


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

T will do a brief self-introduction. T will ask Ss about their favorite restaurants in their city and write them down as the students mention them. T will ask Ss about their favorite dish from the menu. T will introduce personal favorite restaurant to introduce the next stage (text analysis of model product)

Text Analysis (8-10 minutes) • To provide a model of production expected in coming task

T will present leaflet of personal favorite restaurant on Jamboard. T will ask Ss to identify the verbs and adjectives and mark them on the Jamboard slide. T will ask Ss if the language is formal or informal. T will change to slide 3 and go over the information in the leaflet with Ss. T will give new instructions: "What part of the leaflet shows us the name of the restaurant? (Number 1) T will go over this question and elicit answers from different students for these pieces of information: Name Description Food recommendation Hours Social Media Address Bonus (what makes the restaurant interesting?) T will present useful language by sharing Google Form link with Ss. T will go over new instructions: "Select the correct answer for each question. Work in pairs for 3 minutes." T will do a demo with one S while screen sharing, and makesure all Ss can see and work with the link. T will create BOR and monitor Ss as they answer the handout. T will bring Ss back to the main session and go over OCFB (MFP). For meaning, T will display Jamboard slide 4 with TL: • Tasty • Authentic • Fresh • Stop by… • Try… • Enjoy… • Two for the price of one. T will quickly go over MFP by asking Ss about their answers of the Google Form. T will ask: "What type of word are these words?" "What are these words doing?" "What comes after these words?" For Meaning, T will go over CCQs if necessary: • Tasty o Do we want our food to be tasty, or not? (Yes) o Can a drink be tasty as well? (Yes) o Is delicious similar to tasty? (Yes) • Authentic o When you tacos in Mexico, are they authentic? (Yes) o When you eat tacos in a Taco Bell, are they authentic? (No) o But f you eat tacos made by a Mexican person in the US with real corn tortillas and chile, are they authentic? (Yes) • Fresh o I made bread last week. Is it fresh now? (No) o I made bread today, is it fresh? (Yes) • Stop by… o Are you going to stay in that place for a very long time? (No) o Were you carefully planning your visit? (No) • Try… o Have you eaten that food before? (No/Maybe) o Maybe you have eaten it before, but have you eaten it in this restaurant? (No) o Are you certain that you are going to like it? (No) • Enjoy… o I say: “Enjoy your meal!” Do I want you to like it, or dislike it? (Like it) o Is it a good feeling or a bad feeling? (A good feeling) • Two for the price of one. o 2x1 promotion o Are you paying less, or more? (Less)

Productive Task (13-18 minutes) • To provide an opportunity to practice target productive skills

T will display Jamboard slide 5 and go over new instructions: "Write a leaflet for your favorite restaurant. Use this checklist and write all the parts we identified. Use the useful language below." While giving instructions, T will point at the information on the screen to add visual aid. T will share Google Slides link with Ss and go over mechanical instructions while demonstrating. "I will send you a private chat with the slide number you will be working on. Work on your own slide.. Add pictures and information, here. If you have any doubts, let me know. You have 15 minutes." After time's up, T will give new instructions: "Check your partners' work. Read the leaflet and check if all the information is there. You have 1 minute." T will assign the slides to the Ss for them to check and allow time to read.

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

T will announce when writing time is up. T will screen-share the Google slides doc and go over the leaflets. T will ask the S who checked the leaflet if all the information is present. T will find a good use of language and use as example, and ask Ss to correct any mistakes (of the TL or leaflet structure, not focusing on grammar or spelling). T will wrap up session.

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