Writing Lesson Plan Template

Unit number/Topic: Unit 6 Level: Grade 10 Lesson Length: 45 minutes

Type of lesson: Writing Teaching Date: Teacher Trainees:

Châu Hoàng Phúc
Trương Minh Phú
Hồ Quang Phát
Huỳnh Tranh Thuận Huy
Lưu Tùng Quân

Main aim (s): By the end of the lesson students will be able to write an e-mail to their pen pal about your eco-tourism trip.
Subsidiary aim(s): For students to use compound sentences (vocabulary, structures) and to read for understanding text structure
Personal aim(s):
- Improve personal knowledge about eco-tourism
- Improve understanding of the witing process
- Inspire the love of writing to other teachers and students
- Develop unique teaching style for the Writing skill
-
Materials (including sources): PowerPoint, handouts
Assumptions:
Anticipated learners’ difficulties/problems with tasks: Suggested Solutions:
- Students have difficulty planning, drafting, revising, - Teacher performs these process on the model text, and break down the steps
editing their works for students to follow along.
- Students are demotivated as writing takes too much - Teacher encourages to set goals and work towards improving their writing
time and effort over time.
- Students don’t find the topic of the writing interesting - Teacher provide alternative ways of executing a similar email and still make
use of the given stucture

Language Analysis
Form Meaning Phonology

Linking words to form compound Từ nối để tạo câu ghép:

sentences:
- But - Nhưng
- Or - Hoặc
- So - Nên
- And - Và

Stage/Time Stage aim Procedure Interaction Aids

Teacher’s & Learners’ activities
Lead-in Introduce the topic Storytelling TW/C Slides
(2-3 minutes) Teacher’s activities:
- Teacher asks students about their holiday
- Teacher asks a student to stand up and talk about
1 activity they do in holiday
 Students’ activities:
- Students stand up to talk about their activity
during their holiday
Pre-writing To prepare learners for General Reading TW/C Slides
tasks writing practice: Teacher’s activities:
(22 minutes) Helping learners to understand - Teacher tells students to open task 1 from the
the structure of a sample text book
Task 1: 1. Read the email and answer the questions.
(analyzing text - Teacher lets students skim the email and answer
structure) the questions:
1. What is the email about?
2. Which paragraph recommends the place?
3. What tenses does the writer mostly use? Why?
- Teacher calls some students to give their
answers.
- Teacher asks students for explaination
Students’ activities:
- Students stand up to give their answer and
explain where they got the answer from
Feedback ANSWER KEY:
1. It’s about an eco-holiday a person had.
2. The third paragraph recommends the place.
3. He mostly uses the Past Simple because he is talking
about an experience that already happened.
Task 2 Helping learners to understand Writing Structure Input TW/C Slides
(analyzing some typical words and Teacher’s activities:
language use ) sentence structures used in the - Teacher tells students to open task 2 from the
sample text textbook
2. Join the sentences using the words in brackets.
Write in your notebook.
- Teacher introduce the linking words needed to
form a compound sentence:
 Linking words to form compound sentences:
+ But, Or, So, And
- Teacher asks students to join the sentences in
task 2 to form a compound sentence
- Teacher asks some students to stand up and give
their answers.
Students’ activities:
- Students stand up to give their answer
Feedback ANSWER KEY:
1. I really wanted to help at the clean-up, but I was busy
that day.
2. Do you want to go on a guided tour, or go to the
beach?
3. They went sightseeing yesterday, so they’re quite
tired today.
4. Vietnam has beautiful scenery and it has a rich
culture, too.
5. We wanted to try some local dishes, but the only
restaurant in town was closed.
Task 3 (*) Raising learners’ awareness of Questions and answers TW/C Slides
(controlled the text structure Teacher’s activities:
practice) - Teacher shows picture on the slides about
destination (with given country flag)
- Teacher asks students to answer the question:
“Where is the place?”, “What can you do there”
- Teacher asks the students to work in pairs
- Teacher asks some pairs to stand up and present
their ideas
Students’ activities:
- Students work in pairs
- Students stand up to present their ideas
Feedback The answer may varies

Task 4 (*) Raising learners’ awareness Taking notes TW/C Slides

(controlled of language use Teacher’s activities:
practice) - Teacher shows students task 3
3. You have just got back from a holiday at an eco-
tourism destination and you want to write an email to
your English friend about it. Answer the questions.
1. Where is the place?
2. What did you do/see there?
3. What did you do to protect it?
4. How can you recommend it?
- Teacher asks students to answer the question:
- Teacher asks the students to work in pairs
Students’ activities:
- Students stand up to answer the questions

Feedback ANSWER KEY:

1. Cúc Phương National Park.
2. I spent most of my time exploring the forests. I saw a
lot of animals such as Delacour’s langur, a type of
monkey and butterflies that had beautiful vibrant
colours.
3. I stayed on trails and didn’t drop litter.
4. You should definitely visit Cúc Phương National Park
if you get the chance.
Writing For learners to practice Write your email Stds  Stds Slides
Practice writing ….. Teacher’s activities:
Task 5 - Teacher shows students task 4
15 minutes - Teacher divides the class into 4 groups
- Teacher gives out clue for students:
+ Use Sebastian’s email as a model.
 + Use your answers in Exercise 3.
+ Use appropriate language to describe the place.
+ Use compound sentences.
+ Use the plan below.
Plan

Hi + (your friend’s first name),

(Para 1) writing the opening remarks, saying where you

went
(Para 2) saying what you did/saw – how you protected
the place
(Para 3) saying how you felt, recommending the place
(closing remarks

(your first name)

Feedback ANSWER KEY:
5 minutes Dear John,

Guess what! I’ve just got back from an eco-holiday in

Cúc Phương National Park. It is the largest nature
reserve in Northern Vietnam.

The national park is an amazing place. You can go

trekking, cycling or kayaking and have a chance to
enjoy bird watching but the best thing about it is the
wildlife. I spent most of my time exploring the forests,
so I saw lots of animals. My favourite ones were the
Delacour’s langur, a type of monkey. They were lovely
and very friendly, but sadly, they are endangered.
Seeing them made me even more careful about
protecting their home, so I stayed on the trails and didn’t
 drop litter. I also got the chance to see the butterflies
that had beautiful vibrant colours.

I had a fantastic time in Cúc Phương National Park. You

should definitely visit if you get the chance! In the
meantime, you can check out my photos on my
Instagram.

Best wishes,

Maria

Notes:
(*) Task 3: Ask learners to order statements to make a coherent paragraph (similar to the sample paragraph) or ask learners to practice writing
topic sentences basing the information on other charts.
(**) Task 4: Ask learners to fill in missing words/verbs in a paragraph (similar to the sample paragraph)