Maren Maren

TP7: Writing
Elementary level


In this lesson, Ss will be introduced to writing through text analysis and practice with their own writing description of a place (approx. 75 words)


Abc Face2Face Workbook

Main Aims

  • To provide process and product in the context of description of place

Subsidiary Aims

  • To provide practice in the context of describing places


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

Show visual of three types of living environments: beachside, city, rural. Ask Ss to think about where they live and prompt them with questions from slide. Ask Ss to take three minutes in pairs/small groups to describe to their partners about where they live.

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

T will show text about a specific location being described. T will elicit and review difference between pronouns (it's, there's, they're) before activity. Ss will take 3-4 minutes in BORs to identify correct pronoun for each sentence. T will show answer key and ask anyone for questions from their answers.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T will show same text with questions to elicit parts (introduction, body, conclusion) based on writer's decision of what to include in each part. T will also show text is informal based on the first sentence "I love Oxford." - which affirms the writer is writing from an opinion of what she likes about living in Oxford.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

Ss will be given opportunity to write their own description (75 words) of a place they like to visit in their country. T will provide wordbox in separate document to help Ss produce their own writing according to the text model used in previous stage.

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

T will provide Ss with a checklist of 5-6 questions (in separate document to review peer's work. The focus of this task is so the Ss have an opportunity to read each other's writing and identify the correct form and language of their descriptions. T will monitor each room to collect items for feedback and in OCFB, acknowledge good use of language and errors- use reformulation in this stage to elicit any grammar errors.

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