Writing Lesson Plan Template

Lesson H: Writing
Teacher: _______________ Date: __________ Class: ______ Unit: _______

Aims:
The lesson focuses on:
 presentation of a specific writing type
 presentation of useful phrases for writing in context
 presentation of language tips or study tips to help students improve their writing
 practice of the language in the unit
 reading comprehension
 skills: reading and writing

Performance Objectives:

At the end of the lesson the students will be able to:

 understand the model text
 use the Key phrases in context: [Write the specific phrases here]
 use the Writing Strategy to improve their writing skills: [Write the specific language items or
study strategy here, e.g. when, while, as soon as / structuring an argument]
 recognise and use useful language for writing: [Write the specific items here, e.g. linking
words, time clauses, sequencing words]
 use the language from the unit in context: [Write the language from the unit you expect
them to use in the writing here]
 write a text of a specific type: [Write the text type they will write here, e.g. email, narrative,
essay]

Steps:

Warm-up
 Students discuss what they know about the topic (exercise 1): [Write the topic and
questions you will ask the students to elicit this here]

Presentation
 Ask students to look at the model text. Elicit the type of text it is, e.g. email, narrative,
essay: [Write the text type and questions you will ask the students to elicit this here]
 Students follow the reading exercises.
 Focus on the Key phrases. Check that they understand them: [Write the Key phrases here]
 Focus on the Writing Strategy. Check that they understand it: [Write a summary of the
Writing Strategy here, e.g. checking your work]
 Focus on the Learn this! box (if there is one). Check that they understand it: [Write a
summary of the language focus here, e.g. would rather, had better]

Practice
 Students follow the practice exercises to practise using the useful language for writing.
[Write the specific writing language items and exercises here]

Production
 Focus students on the writing task. Check they understand what to do by asking check
questions: [Write the questions you will ask here]

PHOTOCOPIABLE © Oxford University Press 1

Writing Lesson Plan Template
 Students plan their writing, using the prompts supplied: [Write how you will help them, e.g.
brainstorm, make notes on the board]
 Remind students of the grammar and vocabulary which has been presented in the unit and
that they can use it in their writing.
 Students do the writing activity: [Write the activity here]
 Students check their work: [Write what they should check here, as described in Check your
work]
 The teacher monitors during the writing stage and provides feedback.

Closure
 Give students the opportunity to feed back on how well they have learnt the lesson.
Encourage them to read the ‘I can …’ statement at the top of the Student Book page and
assess how well they have achieved the lesson objective. Ask students:
If you feel you have done well, raise your hand. On a scale of 1–10, how well have you
done?
Draw the following emoticons on the board and ask students to choose the emoticon that
best suits them.

☹ I must try this again 😐 Quite good ☺ Brilliant

 Be sure to praise the students for their participation in the lesson.
Give yourselves a clap. You’ve worked really hard today. Well done.

Self study / Homework:

Review [Tick if appropriate and write the task in more detail]

[ ] Workbook exercises __________________________________________________________
[ ] Writing homework ____________________________________________________________
[ ] Revision for unit test __________________________________________________________
[ ] Online Practice ____________________________________________
[ ] Extra worksheets from the DirectionsTürkiye Resource Disk ___________________________
Extension [Tick if appropriate and write the task in more detail]
[ ] Vocabulary research _______________________________________________________
[ ] Dictionary research ________________________________________________________
[ ] Topic research ___________________________________________________________

Differentiation:
[ ] Adapted the discussion to suit different abilities
[ ] Selected pairs / groups of students to benefit different abilities
[ ] Involved all students in different aspects of the class (no students not participating due to
ability)
[ ] Differentiated expected outcomes from lesson for students of different abilities

PHOTOCOPIABLE © Oxford University Press 2