Jill Ruiz Jill Ruiz

TP8 LP_Jill Ruiz
Elementary level


This is a writing lesson whose intention is to introduce and provide practice of writing a short blog reply giving advice in the context of health problems.


No materials added to this plan yet.

Main Aims

  • To provide process and product writing practice of a blog reply in the context of health problems

Subsidiary Aims

  • To provide scan and detailed reading practice using a blog reply in the context of health problems.


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

I will ask students the following question: -Who do you ask for advice when you have a problem? -When I have a problem, I usually ask my _________ for advice. - Does this person give good pieces of advice? -Yes, he/she does. He/She always gives me good pieces of advice. I will encourage students to share their answers using full sentences with the whole class.

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will ask students to read a blog entry asking for advice and ask the following questions: - What is he asking for? donation - advice - information - What is his problem? He ___________. Then I will show them a reply to the blog entry and ask them: - What is the person's username? - How many recommendations does the person give? - How many sentences are there in this paragraph? At the end of the stage, I will say, "Now, let's take a look at language closely." to make sure Ss know they are moving to next stage.

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

I will ask students to work on a matching exercise to complete the advice and elicit the target language: when clauses and imperatives. Then I will show them the blog reply that was shown at the beginning of the class and elicit the target language which will be underlined and in color red.

Productive Task(s) (18-22 minutes) • To provide an opportunity to practice target productive skills

I will show students a different blog entry and tell them to write a reply using Google Jamboard and following the checklist. They will have 15 minutes to write individually and then other 7 minutes for peer correction in the breakout-rooms.

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

After the productive task, I will show the students some correct and incorrect uses of language that I have witnessed throughout the lesson. I will show the incorrect sentences and ask the students what the mistakes are, in order to correct them. Finally, the correct uses of the language will be shown and praised.

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