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SE1 Unit 3

Writing, Pages 71 & 74

This is an SE1 Unit 3  Writing lesson in which students write a three-paragraph report about a survey they conducted in a previous class, focusing on reported speech, organization and writing more than one draft, using feedback from their classmates.

This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.

Lesson Plan SE 1.3 Writing (Lesson 4 of 4)

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
·         Writing (including the writer’s process of writing multiple drafts, word choice, organization, etc.)


Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·         Ss will be asked to notice and analyze language used to report interview findings (asked someone something/told someone something/said something + past simple in the second clause) and to use it in their writing.

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

·         No


Objective:  Students Will Be Able To…. 

·         Write a three-paragraph report about a survey they conducted in a previous class, focusing on reported speech, organization and writing more than one draft, using feedback from their classmates
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)
·         Can write short narratives, descriptions and factual reports on personal and/or concrete topics (e.g. diary entries, imaginative stories, reports, advice letters).
·         Can plan for, use and evaluate the effectiveness of several writing strategies related to each step of the writing process.


When and how will I check my students’ progress toward the objective(s)?
·         I will be able to see their vocabulary lists, their editing of classmates’ work, and their written drafts.

Required materials and/or resources:

·         SE1.3 Pg. 71, reading passage, Act E – H, Pg 74 Act 1, classmates’ answers to their questionnaire (See SE1.3 Speaking lesson plan.  The Speaking lesson should be done before this lesson.)
·         Pens/pencils, paper



Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?

·         The teacher introduces writing in context[1], with a focus on communicating meaning.
·         The teacher breaks down functions, genres and skills into smaller component/skills/parts in order to present realistic ‘chunks’ of the skill for learners to notice and process.
·         The teacher plans lessons that are interconnected and work together as a series to build toward short term goals and long term competencies.





By the end of the stage, students will be able to


(Why do we want our students to do this?)

Interaction Pattern &




5 min

Discuss and remember the text from the previous reading class (Textbook, SE1.3, Pg 71, Act 1)


Ss need an opportunity to remember what they read during the last class.  The reading provides the context for this lesson.
Ss-Ss, Ss-T, T-Ss

Review (link to previous reading lesson)

·         T asks Ss what the previous reading text was about. T asks Ss to work in pairs/groups and invites Ss to look back at the passage (Pg 71) from the reading class to help them remember the content, what the points that the writer was trying to make, and whether they agreed or disagreed, and why.

·         T monitors while Ss discuss in pairs/groups.

·         Whole class: 2-3 Ss share their thoughts



SE 1.3

Pg 71


Reading Passage

15 min

Analyze the structure of newspaper article reporting the results of a survey


Ss need thinking time so that they can be successful in the upcoming task.
Ss need to analyze the article because it is a model of the writing they will do.  They need to understand what information the different paragraphs contain and what the verbs and sentence patterns for reporting interview information are in order to write a similar text.
T-Ss, Ss-Ss


·         T directs Ss, still in pairs/groups, to look at the reading passage on pg 71 and to answer two questions:  1) how many paragraphs are there? and 2) what information is in each paragraph?  Ss discuss in pairs/groups while T monitors and assists where necessary.

·         T asks Ss to complete Pg 71, Activities E – H.  T models with one example and answers any questions. T monitors and assists where necessary while Ss work in pairs/groups.

·         Whole class: T asks Ss what the purpose of each paragraph is, and elicits answers to questions about reporting language, noting patterns on the board and addressing any problems.  (Ts, please do not go into detail about reporting language.  This is not a grammar lesson!)



SE 1.3

Pg 71


Reading Passage


Act E - H


10 min

Write a first draft of the results of a survey they conducted in a previous class.


Asking Ss to use information they gathered in a previous class creates links between classes and helps make class tasks more meaningful for Ss.
Ss determined the topic of the interviews and so the information they use for the writing has personal interest for and relevance to them.
Part of developing Ss’ writing skills involves asking for a first draft, which will be redrafted based on feedback and further thought.    
Ss have an opportunity to practice organizing their ideas in writing.  
Ss-Ss, T-Ss

Writing:  1st Draft

·         T asks Ss to take out the answers they collected during the interviews they did during the speaking class (or if the T collected the answers, the T gives them back to the Ss).  T asks Ss to read through the answers they got from the interviews.

·         T asks Ss to outline/make brief notes about what will go into the first, second and third paragraphs, including the number of classmates they spoke with and how people answered the questions.

·         Individually, Ss write a first draft of the results of their interviews using the language of reporting and the overall structure of the layout of the model text on page 71 (Please note that Ss’ texts may be shorter than the text on Pg 71). T assures Ss that their draft does not have to be perfect and that they will have a chance to improve it later. 



SE 1.3

Pg 71


Reading Passage




SE 1.3

Pg 74

Act 1


Answers to their questionnaire from the speaking class





5 min

Review and give feedback on each other’s written work

Asking Ss to read each other’s work gives them new ideas about content, helps them understand that they can learn from each other, as well as from the teacher, and gives them practice in identifying errors. 
Ss-Ss, T-Ss

Peer Review

·         Ss exchange their written passages.   Ss circle words or expressions they like and underline words or expressions that they think might be incorrect, especially reporting language.  Ss could also check each other’s writing for paragraph form, or coherence and cohesion, if these things have previously been taught.


5 min

Discuss and be sure they understand their peer’s  suggested corrections


Ss need the opportunity to understand and learn from the feedback of their peers.
Ss-Ss, T-Ss

Peer Exchange/Discussion

·         Ss return drafts and examine their own. 

·         Ss work with the person who made the comments, asking for and giving clarification.



5 min

Rewrite their texts a second time.

Ss need the opportunity and practice of improving what they write by doing multiple versions. Ss’ writing will improve if they have time and opportunity to  practice the writing process. 
Ss-Ss, T-Ss


·         T asks Ss to do a second draft of their paragraph for homework.  T makes clear that they will read each other’s writing at the beginning of the next class.

·         To the Teacher:  Some of the next class will need to be spent reviewing work done in this class, with classmates reviewing 2nd draft of the paragraph, and Ss writing a final version that is then given to T for correction and comments.




[1]  In context: language introduced in context is first “met” as part of oral or written communication, not in isolation, such as in a list.  .

[2] VAKT = Visual, Auditory, Kinesthetic, Tactile

Brian Long,
Oct 18, 2009, 2:08 PM