Barbara Barbara

TP6 - Writing
Upper Intermediate level

Materials

Edit#slide=id Google Slides- TP6
Edit#slide=id Writing task

Main Aims

  • By the end of the lesson, learners will have written in a controlled and freer manner a composition in the context of the use of mobile phones in public places

Subsidiary Aims

  • Learners will have also analyzed and identified the sections of the text and correct use of linkers for the writing task

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Students will get in pairs and identify 2 positive and 2 negative aspects about using mobile phones in public places. After that, T will conduct OCFB

Layout (5-6 minutes) • To analyze and identify elements of layout that provide coherence and cohesion in the text

Students will be presented with a text about the use of mobile phones in public places. They will have to unscramble the paragraphs and identify the different sections of a composition (introduction, paragraph 1 argument in favor, paragraph 2 argument against-conclusion). They will be given 3 mins to do this task. Then they will have 1 min to compare answers before visual OCFB.

Formulaic language (8-10 minutes) • To analyze and identify useful language conventions in the text

Students will see boxes with linking words and 2 boxes representing 2 categories ( linking words to connect arguments for and against vs linking words to give more reasons for your argument) . Learners will have to match them. This is a GD task. They will do this in pairs and will be given 2 min before visual OCFB. In the next slide, students will analyze form by giving 3 questions and 3 alternatives regarding the formulaic language. In pairs, students will work together and choose the correct alternative. This is also a GD task. They will be given 2 min before visual OCFB. Finally, for appropriacy, students will be presented with 2 sentences from the model text, along with 2 other sentences showing a lower level of formality. Students will work in pairs and decide which sentence is more appropriate for writing a composition. They will do this in 2 min before OCFB.

Parallel Writing (4-5 minutes) • To provide an opportunity to practice the language conventions previously seen.

Students will be presented with a similar model text, about the use of mobile phones in the classroom. The text will contain the 2 first paragraphs only. They will do a fill in the gap activity inserting the correct cohesive devices. They will be given 2 minutes. Then, learners will compare their answers in pairs before visual OCFB.

Freer writing (10-12 minutes) • To produce a similar text based on the sample for fluency purposes

Students will have to finish the model just presented. They will be given at least 10 min to write paragraphs 3 and 4 of the text about the use of mobile phones in the classroom. They will be required to use at least 1 linking word for each paragraph.

Publishing and Feedback (5-8 minutes) • To allow learners to share their text and get feedback on the contents and language of their written production

Students will share their work with at least one partner and then feedback on content and language is conducted.

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