Michael Michael

TP8 - Writing
Upper-Intermediate level


In this lesson, the students will learn to formulate an essay. We will begin with an engaging task about leisure activities, and then follow that with a short essay example for them to learn the concepts. Then, we will review the target language and structure needed to form an essay, and follow up with an exercise to practice extracting ideas from a topic and expressing those ideas in the form of facts or opinions. Finally, the students will be given a chance to write their own essay, and peer edit it, followed by final feedback and correction from the teacher.


Main Aims

  • To provide product writing practice in the context of writing an opinion essay.

Subsidiary Aims

  • To provide gist reading practice using a text about leisure activities in the context of productivity in life


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

First, post a picture onto the Jamboard (from Google, or from your photo library) of your favorite activity to do with your free time. This should encourage group participation and allow each student to contribute. The teacher should see a photo for each student present. While posting your photo, talk about ways of hanging out, what you typically do with your friends or by yourself when you have leisure time. Then talk about things that are more of a meaningless way of spending leisure time.

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Look at this essay layout (speak out tips on essay format) Intro, 2-3 paragraphs, conclusion If you have something worth writing, it must be important. Think back on essays you’ve written in school, and focus on this layout. Read the short essay quickly. Say to your partner either "I AGREE" or "I DISAGREE". Then, in a sticky note, identify the main point from each paragraph (1-4). Put the sticky note over the corresponding paragraph. Afterwards, go through the essay and underline/highlight 3 or more opinions. (answers on slide 10)

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Explain a thesis. "A thesis sentence focuses your ideas for the paper; it's your argument or insight or viewpoint crystallized into a single sentence that gives the reader your main idea." - https://www.esc.edu/ Example of the format for an essay in one paragraph: I don’t think that you can write an essay without coming up with a thesis. A thesis focuses your ideas into a single sentence. It’s your arguments, viewpoints, and feelings about the topic. After knowing this, you can formulate your main ideas into a solid structure and wrap it up with a bang to end your point. Now, fill out the table with phrases from the essay on ‘hangin’ in jam’. Then, do the additional exercise (more phrases/words to be added to the previous table)

Parallel Writing Exercise (8-10 minutes) (5-8 minutes) • To expand on writing techniques; mainly to extract ideas and formulate them with a coherent trend

Look at the following essay titles on the last slides of the “hangin’ out slides”: 'Adults need to play as much as children do' 'Leisure activities have become too expensive' 'Children need more time to play in order to become healthy adults' 'Friendships formed over the internet are as strong as ones formed in person' Make notes on these three questions: Do you agree with the opinion? Why/Why not? List three points. What example/examples can support your point? Use an individual slide in "hangin' out slides" to complete this assignment

Productive Task (Free Writing) (12-15 minutes) • To provide an opportunity to practice target productive skills

Think about the previous essay. The writer stated that the majority of activities people do now with their leisure time are not productive for their lives. You are going to write your own essay about this theory. Pick either 'before' or 'after'. If you choose before, you will write about why things may have been different BEFORE now, and what could have brought about these changes. If you choose AFTER, you will write about how you predict these things will change in the future. Example points: Before: lack of religion, growth of the internet, loss/lack many jobs, increased population, lack of family solidarity, increase of vices versus virtues, or any other number of factors After: increase in government programs to allow citizens to work less, emphasis on friends and small communities, awareness for physical and mental health, social media, online presence for countless businesses and services, digital platforms for leisure and community

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Students will briefly review a partner’s work, and comment on it. They will make at least one correction that they can see. This will be followed by DEC and feedback from the teacher.

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