Andrew Watson Andrew Watson

Preintermediate Writing skills demo
A2 level


A demonstration lesson on writing subskills to provide awareness raising of layout and use of linkers to make the piece more coherent and cohesive. This will be followed with practice and extensive writing.


Abc Speaking task
Abc Useful language

Main Aims

  • To provide product writing practice of a e-mail invitation in the context of special occasions

Subsidiary Aims

  • To provide clarification and practice of conjunctions to create cohesion (another, but, since and so) in the context of special occasions (birthdays, weddings, etc.)


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Tell your partner about a time you received an invitation to a special occasion. What was it?(a baptism, wedding, a birthday party?) When was it? Where was it? Did you go? (Or did you decline the invitation) Put Ss in pairs in BORs to discuss Qs for 2-4 mins. Monitor and put any items of difficulty on WB during OCFB.

Exposure (7-9 minutes) • To provide a model of production expected in coming tasks through reading/listening

Comprehension Show G-Form on screen share. Get Ss to read the e-mail in 2 mins. What does Andrew want Tony to do? ICQs: How much time do you have? (2 mins). What do you have to do? (Answer Q: What does Andrew want Tony to do?). Ask Ss to submit answers and display responses. To visit him at university. Answer: To stay at a house in Spain for the Easter vacation. To go to a party in Malaga. Concept check: Easter (Pascuas in L1) Layout Display Jamboard task. Explain Ss will work in pairs to identify the different stages of the e-mail. Share link in chat and check Ss acknowledge with thumbs up sign that they have access to their labelled slide. Tell Ss they have 3 mins. to do this. Answers: 1. Contact details (D). 2. When the activity is happening (B) - during the Easter holiday 3. Close down and signing off (E) 4. Personal news (A) 5. Where it is and how to get there. (C)

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

Show relevant Jamboard slides. Nominate a student to answer a brief gist question: what is the invitation for? (A wedding). Explain Ss should work in pairs and complete the gaps with the missing words on the sticky notes. Ask Ss to refer to the glossary in the box as they do the activity. So - used to introduce a clause of result But - used to connect ideas that contrast Since - used to refer back to a previous point in time Another - used to refer to a different person or thing A. so (2) B. but (4) C. since (1) D. another (3) Use one of the slides when giving FB

Productive Task(s) (16-18 minutes) • To provide an opportunity to practice target productive skills

Display G-Slide (writing tool and checklist). Highlight the rubric. Ask one Ss to read it aloud. Ask one or two task checking Qs: Does it have to be real? (No, but it can be if you want). Should you use the 5 headings? (Yes). Share link in chat. Check each S can access their individually labelled slide. Set a time limit of 12-15 mins. Emphasise Ss can write what they wish but the information should go in the following order: Personal news - When the activity is happening - Where it is and how to get there - Contact details - Signing off

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

Highlight the location of the checklist on the slides. Assign each student a partner. Tell them they should read their partner's email, and put yes / no if they have fulfilled the criteria listed in the checklist. - Personal news - When the activity is happening - Where it is and how to get there - Contact details - Signing off Give 1-2 mins to Ss to read their partner's email. Put them in BORs to give oral FB based on their checklist. Monitor and look for samples for DEC. Give DEC based on vocabulary and use of conjunctions.

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