Anaid Fornelli Anaid Fornelli

Writing TP8
Upper Intermediate level


Abc Essay Pro/Ag PPP

Main Aims

  • To introduce and provide practice of writing for and against essay (50 words)

Subsidiary Aims

  • To provide practice and usage of some connectors of addition, contrast, cause and result.


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

I will present a few thesis for the students and will ask them to say brief arguments for and arguments against such thesis. ICQ: Demo.

Sample Analysis: Layout (4-5 minutes) • Students identify the sections of the piece of writing

I show students the sample text, which is a For and Against Essay about reality tv. I ask them to read it and then answer the questions below, I send them the link to the google form. Once they're finished, we check answers and talk about the text's layout.

Sample Analysis: Language (4-5 minutes) • Students identify language needed in the piece of writing

I share a jamboard with the same text in it and I ask students to identify the parts and main ideas from each part of the text. ICQ: I demo with the title. 1. Title 2. (Is it a sentence or a paragraph?) Paragraph. MI: Argument for 3. Paragraph. MI: Argument against 4. Paragraph. MI: Conclusion and author's opinion Q: What type of language does the text use? Write it on the chatbox A: Formal Q: How does each paragraph start? A: Students use the words there, if someone mentions that they are connectors, we talk about this if not, I mention that these words are connectors, we used them to link or counterpose ideas. CCQ: How do we use connectors?

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

Before instructions of writing, I show them the checklist and we read altogether the things that Ss need to have on their texts. Then, I show them the question that will prompt their essay: Is internet bad for young people? I send them the link for the google form that has a checklist for them to follow and checkmark while writing. I ask them to write their essay on the jam board and make sure everyone has a different number.

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

Once students have finished their writing, I send them the google form with the peer checklist, they share each other's jam boards and then send them into breakout rooms in pairs to peer check each other's writings. Afterwards, we return to the main room and have some DEC.

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