Tatiana Hidalgo Varela Tatiana Hidalgo Varela

TP7 - Writing
Upper-Intermediate level


In this lesson, students will practice writing about crime in a forum entry. The lesson starts with a discussion based on a question: 'Is it better to talk about and share opinions or keep them to yourself?'. This is followed by the analysis of the layout, having a modeled text and checking its structure. Then, the MFA is covered through some guided discovery activities and also some CCQs, synonyms, reformulation. Later on, there is a freer activity in which students have to write a forum entry by selecting a topic from the 3 given options. Finally, there is some peer feedback by using a rubric to evaluate a classmate's text and giving from 1 to 5 stars.


Main Aims

  • To provide product writing practice of a forum entry in the context of situations of crime.

Subsidiary Aims

  • To provide practice, clarification and review of language used for giving opinions and examples, and using sequence words in the context of a forum entry about crime.


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

PW (Pair Work) or OCD T will tell Ss to work in small groups and answer the following question: - Is it better to talk about and share opinions or keep them to yourself? Ss will participate freely and collectively in breakout rooms or as a whole class while giving their opinions and listening to their classmates. T-S (Open Class Discussion) Ss will return to the main room and T will ask 2 of them to share what they previously discussed.

Exposure/Layout (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

LAYOUT ANALYSIS T-S (Instructions) & GW T will ask Ss to work in groups for the activity. T will instruct Ss to quickly read the text while and do the proposed activity. T will check Ss' understanding of the task by using ICQs: * Do you have to read the text in detail? No * Will you do the activity in groups? Yes * Do you have a specific time to do the activity? Yes, 5 minutes Ss will quickly analyze the given model and answer some questions to get a better comprehension of its structure. They will have 5 minutes. OCD (Open Class Discussion) Ss will share their answers with the class to have OCFB

Useful Language/MFA (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T will ask Ss to classify the key vocabulary (giving opinions, giving examples, and sequence words). T will provide a link to Google Forms which will be used for Meaning, Form, and Appropiacy. It is divided into sections and T will ask ss to work on section by section. Ss will access the link, T will demonstrate how to do the activity for Meaning by doing with Ss an example, Ss will classify some expressions into the most appropriate category by working in groups and do the activity on their own. Ss will check their answer with the T once they finish as an OCFB. If necessary T will use some synonyms and reformulations to check the meaning: Are the following expressions commonly used when: giving examples or giving opinions?  (Personally) I think... / I believe... = I consider  In my opinion, = In my perception  In addition,... / Also = Besides  In conclusion,... / To sum up... = To conclude --> GIVING OPINIONS Are the following expressions commonly used when giving examples or as sequence words?  There are several things that can be done, for example... = There are many possibilities for this situation, as an example…  For instance, = In fact  Such as... = like  Another thing that could be done is... = Another option can be… --> GIVING EXAMPLES Are the following expressions commonly used when giving opinions or as sequence words?  Firstly, = first  Secondly, = second  Thirdly, = third  Finally, = to finish --> SEQUENCE WORDS T will ask ss to do the next section, which is about Form. They'll go back to BOR in the same groups and move on to the next activity. They will receive 3 sentences and analyze them by answering some multiple-choice questions. Ss will check their answer with the T once they finish as an OCFB. T will ask ss to work on the last section, which is Appropiacy. They'll go back to BOR in the same groups and classify some expressions into 'formal', 'neutral', and 'informal'. Ss will check their answer with the T once they finish as an OCFB.

Productive Writing Task (17-20 minutes) • To provide an opportunity to practice target productive skills

T-S (Instructions) T will show Ss three possible topics to write about, they must analyze the one they like more. Then, they will have to answer a survey by choosing their topic. T will ask Ss to go to a Padlet link and individually they will start writing their own forum entry, by following the layout that was analyzed and also the TL, which was reviewed. They will have 14 minutes. T will check Ss' understanding of the task by asking some ICQs: * Will you work in groups or individually? Individually * Do you have 4 minutes to do the activity? No, 14 minutes Peer FB T will ask Ss to carry out Peer FB by using 5 questions as a rubric that will be shown on Nearpod. Ss will assign a star by each question that is answered with a yes, the final score will be used to give the stars on Padlet, and if they want they can leave a comment.

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

T-S & OCFD (Open Class Feedback Discussion) T will use an empty slide on Nearpod to type some sentences that were mentioned during the class by Ss to review grammar, vocabulary, pronunciation, or accuracy. Ss will be encouraged to express their comments and opinions about those sentences and say if they're correct or which corrections should be done.

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