Kathy Kathy

Pre-intermediate level


In this lesson, Students will develop writing skills in the context of travel destinations.


No materials added to this plan yet.

Main Aims

  • To introduce and provide practice of writing a short leaflet to promove a place in the context of famous places to visit.

Subsidiary Aims

  • To provide process writing practice of a leaflet in the context of famous places to visit
  • To provide gist listening practice using a text about places and attractions in the context of famous places to visit.


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

Greet Ss and show them some pictures on a slide. Ask some questions: *What can you see? (Answer: Some mountains) *Do you know where it is? (Answer: In Peru) *Is it a famous place? (Yes, it's one of the seven modern wonders in the world.)

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

T introduces the meaning of the leaflet in Jamboard by showing the picture of the leaflet "Discover the mysterious Machu Picchu" Ask: What's this? (It's a brochure, flyer, or leaflet) Teacher: It's a leaflet. Show them a Jamboard document and say: The headings of each text are missing, so read the text and drag the headings to match.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

Ask Ss to read the text again and circle the correct answer by using the Jamboard tools. T checks FB and answers with SS in an OCFB. Ask: If you want to promote a place in your country. What would it be? (Answer: ChichĂ©n Itza, CancĂșn, etc.) Ask Ss to work in pairs and discuss the places they would like to promote. Finally, ask them to choose one place. Ask Ss to complete the phrases so that are true for the place they have chosen. Check with an OCFB.

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

Now, let's take 10 minutes to write a leaflet promoting a famous place in your country like the example. It should be 80 to 100 words at most. Try to use some of the phrases we learned that are in bold. Ask ICQs: How many words will you write? (Answer: 80 - 100) How many paragraphs should be there? (5 paragraphs) How many minutes do you have to write? (Answer: 10 minutes) Give 10 minutes for Ss to write their leaflets individually.

Feedback and Error Correction (10-12 minutes) • To provide feedback on students' production and use of language

Say: Now we are going to check each other's work in pairs, using a checklist. Give a demo using the example leaflet. Ask Ss to answer a couple of questions from the checklist. *Does this leaflet include an attractive heading?" (Yes) *Does this leaflet have 5 paragraphs? *Does this leaflet have adjectives? *What tenses do you use? Tell them they have the checklist on a slide. Give 5 minutes in BROs to check each other's writing and give feedback. Ask ICQs: *How will you share your leaflets with each other? *What will you use to check each other's leaflet? (The checklist). Use the G-slides document to review a few examples of Ss' writing. Elicit from Ss whether items from the checklist are missing, and how to fix them. Highlight 1 sentence at a time, where they made a mistake and ask: *What is missing here? *How can it be fixed/added? Highlight errors and good examples of language and grammar. Provide corrections as appropriate.

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