Lesson Plan Cover Sheet

Name: Candela Vidal Date 2/3 Week 5

Level: upper intermediate TP No. 1

Lesson Type: writing Time: 18:30 Length: 45

Class profile: adult students whose first Materials/Aids:

language is Spanish Navigate Upper Intermediate SB p.73, Krantz et al,
Oxford, 2015

Main Aim: BTEOTL ss will be better able to write a persuasive email

Secondary aims: To enable ss to extend their use of speaking skills in the context of
campaigns.

Assumptions:
Ss have read and written emails before
Ss know what a campaign is
Ss know what ‘persuasive’ means
Teacher/personal aims: Criteria
To improve my management of BOR

To ask better comprehension questions

 Lesson Plan Procedure
Stage name / Time &
Procedure Problems & Solutions
Stage Aim Interaction
Lead In 5 mins Today we’ll be working on the topic of campaigns.
To introduce the t-ss On the first page of your handout you’ll find this text.
context. Share screen.
To warm the individually Open your handout.
students up. Read the text quickly. You have 1 minute.
whole class Which campaign would you support? Discuss for 3 minutes.
Turn my camera off.
Gist task 6 mins On the next page of the handout you’ll find this email, it talks Prob: ss get the wrong answer
To provide t-ss about the first campaign. Sol: elicit difference between
practice in reading Share screen. invite/inform/persuade
for context individually Read it.
Highlight the correct option to complete the sentence. You
have 2 minutes.
Monitor handouts for errors.
t-ss Discuss for 3 minutes:
ss-t What option did you choose?Why? Does everyone agree?
Is the language formal or informal?Why?
Prep. for writing 5 mins Like you said, the language is formal. We’ve got some phrases
To teach SS the t-ss that we use when writing persuasive emails.
conventions for Share screen.
layout/content Did you notice these underlined sentences?
and useful On the next page of your handout you’ll find those sentences.
language for a
Move them to the correct category.
persuasive email
Do the first one as an example.
individually Do the rest on your own. You have 2 minutes.
pairs Check your answers with a partner in BOR, you have 2 minutes.
 Put into BOR in pairs.
t-ss Check answers quickly as a whole class.
ss-t
Pre writing task 4 mins Now it’s your turn to write a persuasive email. Prob: they can’t think of idea
To give ss an t-ss Choose a topic you feel strongly about or Sol: guide them through how to use the
opportunity to Share screen. second campaign from ex 1
prepare ideas for write about this other campaign from the first exercise.
their own emails Think of a topic and make some quick notes on the last page of
individually the handout. You have 3 minutes.
Do you have to write the whole email or just some notes?
Monitor handouts for errors and good language.
Writing task 10 mins Now you’re ready to start writing your email. Prob: insufficient time
To give SS practice t-ss Share screen. Sol: tell them it’s OK if the email is
in writing a Write it in this document. unfinished
persuasive email Find your name and write inside your box. They are in
alphabetical order..
Demonstrate.
individually You have 10 minutes
Monitor handouts for errors and good language.
Feedback on 9 mins Share screen.
content t-ss On the last page of the handout you’ll find this table where you
To get feedback are going to vote for the most persuasive email.
on the content of Demonstrate
their written work individually Read the emails and vote. You have 5 minutes.
---------------------------------------------------
Discuss your choice with your partner in BOR. You have 3
pairs minutes.
Put into BOR.
Feedback on 5 mins Write up some examples of good and bad language on the Prob: SS might not be able to identify errors.
language T-ss board. Sol: underline where the error is and/or tell
To give positive Elicit corrections to the mistakes them the type of error e.g. tense/missing
and constructive preposition etc.
feedback on
language used