Kate Kate

Writing Lesson Plan Kate Van Demark TP 7
Lower Intermediate level level


In this lesson, students improve fluency skills through practicing writing in the context of writing letters to themselves. The lesson starts with asking students What's the best advice they've received as a lead in activity. Then, students read a sample text, highlight imperatives, greetings, and closings. Next, students write imperatives/ advice. Then, students are asked to write a letter to a future or past self and share.


Main Aims

  • To provide product writing practice in the context of offering advice or support in a letter to a future or past version of themselves.

Subsidiary Aims

  • To provide practice and clarification of language used for giving advice or support, such as imperatives, in the context of writing a letter to a future or past version of themselves.


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

T greets students, shares jamboard link, ensures access, reminds use to complete activities. 
T reads prompt on jamboard: What's the best advice you've ever received? 
Next slide: 3 pieces of advice are included to help prompt students know what information to share. T asks students to contribute on jamboard: (2 min) 
- Read more.
-Assume best intentions.
-Trust your instincts. 
T brings everyone back. T transitions: "Well done all. Very interesting advice. Let's read this letter. It's a form of advice, in a letter to a past self." 1 min

Exposure/ Text-work (9-10 minutes) • To provide context for the target language through a text

T solicits a reader to read the sample text. 2 min CCQ: T asks students what 3 parts make up a letter? Opening/ greeting, body, and closing. CCQ: What do we find in the body of a letter? The information to be shared. 1min T asks students to underline the imperatives and circle the greeting and closing. For demo, T elicits, "What is the greeting?" T circles the greeting. T releases students to BoR ” 1 min 
Students work in pairs in BoR and add contributions on the slide. 3-4 min T brings group back. T conducts OCFB, "Here are your answers. Does everyone agree? Any changes? Well done. Which of these do you use most, xx? Let's start building our letters to ourselves." 1 min

Content Preparation (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T asks students for examples of greetings in letters and closings. T elicits examples for demo: 1 greeting, 1 closing. 1 min T sends students to BoR, students write contributions on jamboard. 3 min T brings class back. T highlights "Closings require capitalization for only the first word." (if any errors, asks students how can we fix?) 1min T asks students "What advice would you give?" T elicits example for demo. 1 min T sends students to BoR, students write contributions on jamboard. 3 min. T brings class back. T highlights imperatives can be used for giving advice. CCQ: In what part of the letter would we find imperatives giving advice? Hint: Greeting, body, closing? Body. Well done. Thank you. "Now let's try writing our own letters to ourselves." 1 min

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T asks students to write a letter to their future or past self: T allocates each person to write a specific slide. 1 min T sends all students to individual BoRs. Students produce/ write their letter and have 9 min. T visits the students in individual BoR to offer assistance, ask for volunteers for OCFB. T moves students in pairs in BoR, or recreates BoR in pairs. 2 min S share their letters in pairs. 3 min T conducts OCFB, asks for someone to share. 2 min "Thank you for sharing. Well done everyone. I loved hearing your letters. Let's discuss what we can improve." 1 min

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

T prepares a slide for DEC. Slide should include: 1 pronunciation error, 1 grammar error, 1 lexical error, 1 appropriacy error, (where observed), and 2 good uses of language. T solicits error correction.

Web site designed by: Nikue