Elaine Elaine

TP8: Writing
Pre-Intermediate level


Lesson Plan: Writing


Main Aims

  • To provide students with the opportunity for ample writing practice to express opinions

Subsidiary Aims

  • To provide students with reading time to gather detailed information for their writing.


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

T. introduces lesson / topic by stating and asking the following: Statement: My daily routine begins with brewing my morning coffee. Questions: How does your daily routine begin? Peer Feedback: In partners, Ss asks each other a question and make a statement: (BOR) Q/A link sent to CHAT Asks a Question: How does your daily routine begin? Makes a Statement: OCFB T. asks 2-3 Ss to share their responses.

Layout (9-10 minutes) • To analyse and/or identify elements of layout that provide coherence and cohesion in the text.

Task: 1. Read the following text carefully: https://docs.google.com/document/d/1Z8f-uHRygmFiUtiYECwbh2x3Shmco92Ffk9tx M-KW5c/edit 2. While reading, match the following questions to the correct answers in the handout (Link is sent to CHAT). Handout: https://docs.google.com/document/d/1q7LTMA1bddc_pWs-7NSimpRlEriVK9P5uYIFNFK2ttw/edit Ts sells Ss she has a few questions about the text before Ss go to the next task: Does she wear a suit to work? Does she work until late at night? Are her clients young children? Peer Feedback: In partners, Ss discuss their responses. OCFB: T. asks 1-2 Ss to share one thing they learned.

Formulaic Language (7-8 minutes) • To provide students with

TP8: Brainstorming Ideas for Writing (Using Sentence Starters) Examples (from earlier text “My Daily Routine”) 1. I get up at 5 a.m. every morning and make a cup of coffee . 2. I work as a gym instructor at a sports centre . 3. The best part of the job is meeting people. Our clients range from eighteen-year-old body builders to eighty-year-olds who come to exercise and chat . Instructions: Work individually and complete the following 8 sentences with your individual responses. i.e., 1. I work as _______________. https://docs.google.com/presentation/d/1qKTbe_hb70OFXKX-_m9LTy1nEa3ML8D2q9zW6dku4aw/edit#slide=id.geb6d2dfd61_0_78 Peer Feedback: In partners, Ss discuss their activity. OCFB: T. asks 1-2 Ss to share one thing they learned.

Freer Writing (16-18 minutes) • To produce a similar text based on the sample for fluency purposes.

Writing Activity Send link to CHAT Ss are to write about their daily routine. (18 minutes) T. suggests that Ss write on computer so they can cut & paste their writing onto class communal Google Slide (see below for link). Note, once Ss complete their writing they can add it to their assigned page on the TP8 Students Writing Google Slide: "My Work Day": https://docs.google.com/presentation/d/1tgXbVf6-Im5Pae2qQNPvJK5t_XuuXrm9q-4w7vA-Ock/edit#slide=id.ge8f6b1cdc7_0_35

Publishing & Feedback (5-6 minutes) • To allow learners to share their text and get feedback on the contents and language of their written production.

Peer Feedback: Google Slide sent to CHAT After publishing their writing on "Google Slides" Ss read each others writing; in pairs they discuss and give each other feedback. OCFB: T. asks 1-2 Ss to share one thing they learned. T. addresses Ss's writing and writing errors.

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