Inter-

Stage and stage

Timing action Procedure Materials
objective
pattern

1. Review the 10 Review:

previous lesson mins T-Ss - T shows diagram showing the relationship between paragraphs and Powerpoint
& Introduce the sentences, and kinds of paragraphs with 8 keywords on the slide: slides
new lesson Paragraph
 To help Topic sentence
students recall Supporting sentences
knowledge Concluding sentence
learned in the Kinds of paragraph
previous Descriptive paragraph
lesson. Narrative paragraph
 To draw Opinion paragraph
students’ T-Ss - T asks Ss to tell the definitions or the features of the key words.
attention to the Answer:
lesson. Paragraph: is a group of sentences about a topic.
 To give T-Ss Topic sentence: introduces the topic and tells what the writer
students an will say about the topic.
overview of Supporting sentences: further explain and support the topic
what they will sentence, and can include definitions, explanations, and
learn in the examples.
new lesson. Concluding sentence: restates the main idea of the topic
sentence.

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 Kinds of paragraph: There are 3 kinds of paragraph: descriptive
paragraph, opinion paragraph, narrative paragraph.
Descriptive paragraph: In a descriptive paragraph, the writer
describes a person, a place, or a thing.
Narrative paragraph: In a narrative paragraph, the writer tells a
story.
Opinion paragraph: In an opinion paragraph, the writer
expresses his or her feelings, ideas, and opinion about a topic.
T-Ss - T introduce the new lesson in which Ss will learn about
brainstorming, the structure of a descriptive paragraph, and the
outline of a descriptive paragraph.

2. Brainstorming 15 T-Ss - Explain to Ss that “Brainstorming is listing everything that you think Powerpoint
 To provide Ss mins you could use to write about a topic. Brainstorming includes slides
with the brainstorming ideas and brainstorming vocabulary“, and show the
explanation of explanation on the slide.
what
brainstorming Brainstorming ideas:
is. T-Ss - T give Ss an example of a writing task, which Ss will practice
 To help Ss brainstorming ideas and vocabulary for: Write a paragraph describing
practice a special item you own
brainstorming T-Ss - T asks Ss to identify the topic.
ideas and Answer: A special item you own.
vocabulary for T-Ss - T divides Ss into groups of 3-4.
a descriptive - T has each group discuss choosing an item and the reasons why that

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 paragraph. T-Ss item may have special meaning for them.
- Ss discuss in groups and write down the item they choose and the
Ss-Ss reasons why the item has special meaning in 2 minutes.

Brainstorming vocabulary:
- T has each group list all words/ word phrases they think they could
T-Ss use to describe the item in terms of color, shape, design, style, and
their personal opinions.
- Ss discuss in groups and write down the words/ word phrases in 5
Ss-Ss minutes.
- T goes around to control the activity, and check spellings if
T-Ss necessary.

3. Descriptive
organization 20
3.1. Presentation mins
 To provide Ss T-Ss - T elicits the three parts of a descriptive paragraph:
with the Topic sentence
structure of a Supporting sentences
descriptive Concluding sentence
paragraph. T-Ss - T explains what contents each part should include:
The topic sentence includes the topic, controlling idea and
writer’s general personal’s feeling/opinion about the item.
Supporting sentences may give some background information
about the item, give descriptive details about the item (how it

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 looks, smells, feels, or tastes) and describe in more detail how
the writer feels about the item.
The concluding sentence that restates the idea in the topic
sentence using different words.
- T has the Ss note down the structure of a descriptive paragraph.
3.2. Practice
 To help Ss T-Ss - T divides Ss into groups of 3-4.
analyze the T-Ss - T explains the task: Each group reads the paragraph in the page 73,
structure of a and identifies the topic sentence, supporting sentences, and
specific concluding sentence. In topic sentence, Ss find out the topic,
descriptive controlling idea and the writer’s general feeling/opinion (if any). In
paragraph. supporting sentences, Ss find out background information, descriptive
details and details of how the writer feels about the item.
Ss-Ss - Ss work in their groups and complete the task given by T.
T-Ss - T goes around to control the activity, and to offer help when
T-Ss necessary.
4. Outline of a - T has the Ss do peer correction and gives the mark for each team.
descriptive 50 T-Ss
paragraph mins - T passes Ss handouts which include the outline of a descriptive
 To summarize paragraph.
the main T-Ss - T has Ss read the handout.
content of the T-Ss - T divide Ss into groups of 3-4 Handouts
lesson. - T has each group write an outline for a paragraph describing a
Ss-Ss special item with the item and vocabulary they brainstorm before.
T-Ss - Ss work in group and complete the task given by T.

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 T-Ss - T goes around to control the activity, and to offer help when
necessary.
Ss-Ss - T has Ss work individually and write outlines for a paragraph
T-Ss describing an interesting place you have visited.
5. Wrapping up - Ss write outlines for a paragraph describing an interesting place.
 To summarize 5 mins - T goes around to control the activity, and to offer help when
the main T-Ss necessary.
content of the T-Ss
lesson.
- T restates Ss what they have learnt.
- T assigns the homework: Write a paragraph about an interesting
place you have visited based on the outline written in class.