PRACTICAL LESSON 7
PLANNING AND PREPARING A WRITING LESSON
(2 hours)
Theoretical Background:
1. What is the role of writing in class?
Practice of vocabulary and grammar, preparation for real-life written communication,
development of organisational skills.
2. What are the stages of a writing lesson based on PWA shape?
Pre-writing, writing, after-writing.
3. What is process writing? What are the stages of process writing?
Process writing is a learner-centered approach focusing on how writing develops over time,
rather than just the final product.
Pre-writing, drafting, peer review, revising, editing, publishing.
4. What is product writing? What are the stages of product writing?
Product writing focuses on the final text.
Model text presentation, controlled practice, guided writing, final writing.
5. How do we categorise learners’ written mistakes?
By linguistic category, by origin, by intent.
Practice:
1. Follow-up activities:
1.1. Match the learners’ written mistakes (1-8) with the types of mistake listed A-H.
There is one extra option which you do not need to use.
Types of mistakes:
A wrong conjunction 5
B missing pronoun 3
C unnecessary auxiliary 4
D wrong modal verb
E missing article 6
F wrong preposition 1
G wrong adverb 2
H wrong tense 7
Learners' written mistakes
1. Her birthday's on June. It's on 21st.
2. They played hardly during the match. They deserved to win.
3. My niece is coming to stay with us. I don't like very much!
4. What do you are think of this CD?
5. She did well in the exam as she was very happy.
6. Last night I saw cat in my garden. It was beautiful.
7. I have visited Italy last summer for my holidays.
1.2. Read the email, spot and categorise mistakes in it.
Dear Susan and Nick,
I’m writing to give you some informations (vocabulary) about Theo’s travel arrangements.
He leaves, (grammar) Athens on December 13th on flight number OM 197, arriving to (grammar)
Melbourne at 11.20 a.m. next day. In case you have problems to recognise (grammar) him I’ve
enclosed a recent photograph. He’s quite tall with brown long (word order) hair. He’s got green
eyes. He going ( grammar) to wear a dark blue T-shirt, jeans and black trainers for his trip.
Please let me no (spelling) if there is anything you would like him to bring from
Greece.
Yours sincerely
Giorgos
1.3. Read the task. What would you teach your learners in the lesson before they start
writing the email?
Email structure, functional language, linking words, target vocabulary, writing
planning skills.
1.4. Look at the lesson in the coursebook (Sue Kay, Vaughan Jones, Daniel Brayshaw.
Focus 2. SB. Lesson 1.7, p. 12-13). Identify the lesson type, the approach to teaching writing.
the main and subsidiary aims of the lesson. Prepare a lesson plan and complete the table. If
necessary, design extra activities.
The lesson type: writing lesson
The main aim: to enable students to write a short informal email introducing
themselves to a potential exchange partner.
The subsidiary aims: to practice using appropriate language and tone for informal
emails; to enhance vocabulary related to personal interests, daily routines, and hobbies
Stages and their aims Procedure Interaction Time
Pattern
Lead-in: To engage Discuss with students what they know Whole class 5m
students and activate about student exchange programs and
prior knowledge about what information they would include in
student exchanges an introductory email
Pre-writing: To Present a model email from the Whole class 10 m
introduce the task and coursebook. Analyze its structure,
provide a model email for language, and tone. Discuss the key
analysis elements that should be included in an
introductory email
Writing: To give Students write their own emails, Individual 15 m
students the opportunity introducing themselves to a potential work
to write their own exchange partner
introductory emails
After-writing: To Students exchange emails and provide Pair, then 10 m
provide feedback and constructive feedback to each other. individual
allow for revisions Teacher provides additional feedback work
and allows time for revisions
Wrap-up: To consolidate Discuss what students learned during the Whole class 5m
learning and reflect on lesson
the task
