Omelia Omelia

TP8 - Writing
Upper intermediate level level


In this lesson, students will practice writing an article for a newspaper. The lesson starts with a discussion about things we wish we could do if we had the time. Students will then do a gist reading of a newspaper article. This is followed by a language focus which will look at the useful language and structure of the article. Finally, students will get a chance to prepare their own article, write it and share it with their partner.


Main Aims

  • To introduce and provide practice of writing an article for a newspaper.

Subsidiary Aims

  • To practice reading for gist and to provide constructive feedback to peers


Lead-in (4 minutes) • To set lesson context and engage students

T will share screen with the question "What are some things you’ve always wanted to do, but haven’t because you don’t have the time? " While Ss think T will do a T model. T will share that she's always wanted to do painting, sailing, race car driving. T will elicit answers from 3 - 4 students. T will tell students who didn't get to share their answers not to forget them.

Gist (4 minutes) • To lead the Ss into the general theme of the text; to provide a model of the text type

T will introduce writing task for the first time. T will share HO1 Writing with students as an example of writing task. T will share the question "Did you like any of the things he said he would do?". T will instruct students to read article and think about the question. T will instruct students that they have 2 mins to quickly read the article. After students read article T will elicit answers from 2 - 3 different students.

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

T will share the screen with the article. T will ask students - How many paragraphs? - What information does each paragraph contain? - What is the purpose of the highlight words - Is the writing, formal, informal, or neutral? T will they share useful language on a next slide - T will show students some synonyms for UL . T will ask if students have any questions T will then show sentence examples with UL. T will ask students about the placement of different phrases and necessary punctuation T will ask if students have any questions

Preparation/planning (3 minutes) • To give Ss thinking and note-taking time to organize ideas for the subsequent task

T will give the instructions "Now think about what you would do if you could take at least 6 months off work or school to do something different. Take notes using the structure and some of the phrases we just looked at. " T will will let students know they have 3 mins.

Writing Task (10 minutes) • To provide authentic written practice using correct text type structure and target language presented

T will share writing task with students again. T will share link to do the writing. T will advice Ss they have 10 mins to write. T will monitor writing to collect DEC. T will also start to create BOR for following activity

Publishing (10 minutes) • To provide practice in skimming & reading for details; to promote interest in what other Ss have written

T will instruct Ss to: Now read your partners article and think about these questions: Is it structured / organized well ? Did they use the structure well ? Is it easy to read ? Many errors? Would you do any of the things they said? Share your screen and allow your partner to read your article. (T will send questions in Zoom chat so students have access to them) T will advice Ss they have 10 mins to write. T will monitor BOR to collect DEC.

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

T will ask if anyone would like to share their article. If not, T will choose one. T shares article for class to read. Remind students to read using inner voice T elicits FB about the article. T shows DEC and elicits response from S of sentences on whether they were good or if anything needs changing.

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