Luis Luis

Celta course TP7
Begiinner (A1) level


In this writing lesson, students will practice ability to write letters for the purposes of cancelling plans and suggesting alternatives.


Main Aims

  • To provide product writing practice of a letter in the context of making plans

Subsidiary Aims

  • To provide review of "can" and "have to" in the context of making plans


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

- Teacher greets the students. - Teacher piggybacks from the last teacher's topic by asking students if they have ever cancelled plans, if so Teacher asks for their story.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

- Teacher presents the first activity. Students will read a text in the form of a letter. They will then answer some questions in regards to the contents and (to a lesser degree) the structure of the text. - Once they have read and answered the questions, Teacher asks students what type of text they think they read and the purpose of the text in this situation. Further elicit so students identify the sections of the text as well as the fact that the grammar point being used is the same as the one presented in the previous lesson.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

- Once students fully understand what is expected of a normal letter, Teacher tells them that its time for them to write their own. Students are given a scenario where they have to accomplish a number of things in a letter: 1.- Cancel plans with a friend. 2.- Justify their cancelling the plans. 3.- Suggest something else (either in terms of the schedule or activity).

Feedback and Error Correction (5-10 minutes) • To provide feedback on students' production and use of language

- Once time is up, Teacher tells students that it's time for their feedback, but that it won't come from the Teacher, but instead their peers. Teacher provides students with a checklist and sends students to BORs (in pairs) for them to provide each other with their own letter, where their peers will have to verify that they: 1.- Followed a proper letter structure. 2.- accomplished the objectives set for the activity (look in previous step)) 3.- Has proper spelling. - Once students check their partners' text, they provide them with the marked checklist. - Once time is up Students come back to the main session, Teacher tells them that they can use that checklist to self evaluate as well if they wish. - Class dismissed.

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