1. Analyse the activities in the sent lesson.

 CONTENT
- Activity 1: Read the text and find the details in each paragraph.  ideas / structures (model
text)
- Activity 2: Find words or phrases in the text.
- Activity 3: complete the table with the words in the box.
 Input (vocabulary)
- Activity 4: Speaking – describe people  practise using vocabulary
- Activity 5: put the personality adjectives into groups  vocabulary
- Activity 6: answer questions  brainstorm ideas
- Activity 7: write a short paragraph to describe your best friend.  production
2. Teach again with other 2 approaches.

PROCESS WRITING

Stage 1: Planning

- Generating ideas by brainstorming and discussion. Students could be discussing qualities

needed to do a certain job, or giving reasons as to why people take drugs or gamble. The
teacher remains in the background during this phase, only providing language support if
required, so as not to inhibit students in the production of ideas.
- Students extend ideas into note form, and judge quality and usefulness of ideas.

Stage 2: Drafting

- Students organise ideas into a mind map, spidergram, or linear form. This stage helps to
make the (hierarchical) relationship of ideas more immediately obvious, which helps
students with the structure of their texts.
- Students write the first draft. This is done in class and frequently in pairs or groups.

Stage 3: Responding

Drafts are exchanged, so that students become the readers of each other's work. By responding as
readers, students develop an awareness of the fact that a writer is producing something to be read by
someone else, and thus can improve their own drafts.

Stage 4: Revising

Drafts are returned and improvements are made based upon peer feedback.

Stage 5: Editing

Students tidy up their texts as they prepare the final draft for evaluation by the teacher.

Stage 6: Evaluating

Teacher evaluates students’ writing based on given criteria.

PRODUCT WRITING

Stage 1: Introducing the Topic & Rubric

Provide students with the title of the topic and the rubric.

Stage 2: Analysing the Model Text

- Select a strong model text for the topic to show clear organization of ideas, excellent word
choice, and sentence fluency. The model text should help students establish expectations for
the final product.
- Recommendations for Effective Use of the Model Text:
o Provide examples of strong writing in the target style.
o The model text should be at or just above the students’ writing abilities.
o You can use professional writing or strong student examples.
- Students study the example text to understand elements like structure, word choice,
transitions, etc. Analyse the model text explicitly by leading discussions and activities where
students identify the following key qualities of the model:
o How did the author organize the content?
o What kinds of words and phrases do they use effectively?
o How do they transition between ideas?

Stage 3: Drafting

Encourage students to imitate and apply the model text in their own draft to ensure that they:

- Outline writing using the model structure.

- Compose sections using vivid phrases and words learned from the model.
- Practice smooth transitions based on examples.

Stage 4: Responding

- Ask students to exchange and compare their drafts with each other, and ask these questions
to ensure the quality of the drafts:
o Does the draft include a strong hook like the model’s intro?
o Is word choice as clear and engaging as the model?
- Provide specific and focused feedback and editing suggestions on the drafts tackling the
most common flaws that you noticed when going around the classroom.

Stage 5: Editing

Ask students to edit their drafts and then deliver you the final product. This explicit attention and
connection to models throughout the process can build students’ internal conceptions of quality writing.

Stage 6: Evaluating

When grading written texts, it is important to assess based on the emphasised elements to ensure
quality writing in the final product. After highlighting areas that need improvement, return written texts
to students and encourage them to consider those areas when producing their next writing piece.