BRIDGING WRITING UNIT 1 LESSON PLAN

Teacher Name Date Level Length Unit

Thea Nov. 6th Bridging 2hrs 1

To better enable students to know how to write a topic sentence;

Main Aim To better enable students to know how to recognize parts of a paragraph;
To better enable students to know how to make an outline.
To enable students to practice the use of present simple tense and present
Secondary Aim continuous tense.

In this lesson, I will be working on reducing my TTT and using more scaffolding
Personal Aims
techniques during the teaching practice.

How does this lesson meet the needs, the interests Materials
and learner styles of your students?
These students would take TOEFL test in the future. So, PPT slides
knowing how to write a topic sentence, recognize parts Self-made handouts adapted from Bridging Writing
of a paragraph and make an outline will be helpful Teacher’s book
when they answer TOEFL writing questions. Since most
students are kinaesthetic and visual learners, I’ll get
them move around in the classroom, use PPT slides
and put important information on the board.

Also, these learners are lower level students, so I’ll set

up more pair work or group work to encourage
participation.

Additionally, families are an interesting topic for many

students and they will talk about it in their everyday
life as well.

Previous Learning/Knowledge about Today’s Lesson Focus

What do you assume learners know about today’s lesson focus / what have previous teachers taught?
Students may have already known they should organize their sentences, but they have no idea how they
should organize them.
Students may know which kind of situation present simple sentence should be used in, but they often ignore
the right form of a verb.

Overall Anticipated Problems and Solutions with Learners and Materials (not language)
Anticipated Problems Anticipated Solutions
Some students may not be willing to participate in Pay more attention to him or her and when he or she
the class. gives a correct answer or an interesting idea, praise
him or her. Arrange the seating according to students’
will.
Stage 1

Stage Number Stage Name Stage Aim

1 Warm-up To start making rapport and set up the context
Tutor’s comments: Interaction Tutor’s comments:
Lesson Procedure
things that went well & Timing things to consider
Greet the class.

Set the context of family 10mins

“First, we will watch a short video. (Play the video: 42s) T – SS

This challenge about 4 generations in a family is super
popular on Chinese Tik Tok, Douyin.
How do you feel after watching this video? Are you
moved?
As you can guess, our topic today is about our family.

Then, look at these four pictures of family activities:

S-S

You should answer the question:

What are the families doing in each picture? T-SS
For example, in Picture 1. They are watching something
funny on their laptop.
 You have 1 min to think of your words. I may pick
anyone to answer the question.

Set up the discussion task

“In pairs, discuss the three questions below. You have 5
minutes.”

1. How often do you spend time with your family?

What do you usually do together?
2. Do you enjoy spending time with your family? Why
or why not?
3. Does your family spend more or less time together
compared to 10 years ago? What do you think are
the reasons for this change?

Monitor
Make sure Ss are on the task and encourage those Ss
who’re shy and unwilling to discuss
Give helps to students if they encounter vocabulary
barriers
Pay special attention to the tense students employ

Feedback
Nominates 3 Ss in each group to share their ideas and
give comments if there’re some interesting ideas

Anticipated Problems Anticipated Solutions

Some students may not be glad to discuss with each other Pair the strong student with a weak student; when he or she gives a correct answer or
an interesting idea, encourage and praise him or her; Provide more scaffolding
Stage 2

Stage Number Stage Name Stage Aim

To clarify the MFPA (Meaning/Form/Pronunciation) of blocking vocabulary in the
2 Vocabulary reading

Tutor’s comments: Interaction Tutor’s comments:

Lesson Procedure
things that went well & Timing things to consider

20mins
1. Set up the meaning guessing task
T – SS
In pairs, guess the meanings of the bolded words and
phrases in the sentences. But before guessing, you may
have no idea of some of the words in the following
sentences. Such as:

① overcome: v. to successfully control or solve sth. We

often say overcome a problem.
② rarely: adv. not often. It is similar to seldom. (Draw a S-S
scale to illustrate when necessary)
③ participate: v. join in / take part in an activity
④ schedule: n. a plan showing what to do in the day,
kind of similar to a timetable

Now, I am sure that you understand better some of the

words. You have 5 minutes to guess the meanings with
your partner and write the definitions in Ex 2. Don’t look
at the dictionaries.

(1) Every year, my parents and I go on a camping trip. It

brings us closer together and gives us a good
opportunity to bond as a family.
(2) Do not let the TV distract you. You should turn it off
if you want to focus on studying.
(3) If we work hard and try our best, we can overcome
any hardship.
(4) I have never been close to my brother, so we rarely
speak to each other, and our interactions are
usually very short.
(5) Many students want to participate in as many
student clubs as they can, but a busy schedule can
put lot of pressure on someone.
(6) As an only child, I have always wondered what it is
like to have a sibling.
S
ICQ:
How much time do you have? (5 min)
Do you need to work personally or in pairs? (in pairs)
Do you need to write the definitions in Ex 2? (yes)
Can you look up into the dictionary? (no)

Monitor
Make sure Ss are guessing the meanings and not looking
up words in the dictionary
Make students are writing their guessed definition on
EX.2

Ok, time’s up. Please share your definitions with us.

Pair1 for question 1&2
Pair2 for question 3&4
S-S
Pair3 for question 5&6

During this time, students will give their answers. There T-SS
may be some mistakes. Give necessary explanation
when necessary.

Use picture-assisted method to illustrate some of the T-SS

following words when necessary.
bond: Is anyone familiar with this word? Actually, we
often say the bond between A and B, such as the close
bond between mothers and kids. It means the close
relationship between mothers and kids. Bond in this
sentence is in its noun form. But today, bond is used as
a verb. It means to develop/create a bond/relationship
between people. (Use a picture)

distract: We often say kids can easily distract

themselves from other things. It means they shift their
attention/focus from one thing to another. We often
say distract attention.

hardship: This word is created by 2 words you are very

familiar with: hard and ship, like friendship (friend +
ship), the state of being friends. Therefore, hardship
means the state of being hard.

Interaction: inter- means between 2 things, action

means the process of doing sth. Therefore, interaction
means the process of doing sth. between 2 things. “Hu-
dong”

pressure: It is similar to stress. When your teacher asks

you to get 100 points in the next exam, you have to do a
lot of homework and feel anxiety, which means you are
having a heavy pressure. (Use a picture “Ya1 Li4 Shan1
Da4”)

sibling: It means a brother or a sister of you. (Show Ss a

family tree)

OK, class, let’s check the answers once again. Work in

pairs. Make sure your partners and you both write down
the right definitions. You have 1 min.

ICQ:
How much time do you have? (1min)
Do you work in pairs? (yes)
Do you need to check your partners answers? (yes)

Monitor:
Make sure all the students write the correct definitions.
Point out mistakes which may be ignored.

“This time, pick three definitions. Read them to your

partner. Have your partner guess the word that matches
with the definition. You have 2 minutes.”

ICQ:
How many words do you need to pick? (3 words)
How much time do you have? (2min)

Monitor
Make sure Ss are asking each other
Correct them if they have some errors in pronunciation
 Feedback
Emphasize the most difficult words.

Finally, let’s review all the words together. Read after

the tape. (play the record)

Monitor
Make sure that students all read the words out loud
Anticipated Problems Anticipated Solutions
Students cannot guess the meaning of a word Pair the strong student with a weak student;
Elicit it by using board drawing, miming or making gestures;
Ask students to write down the Chinese meaning beside new words if necessary.

Stage 3

Stage Number Stage Name Stage Aim

3 Before You Write To provide students with practice in gist reading and intensive listening
Tutor’s comments: Interaction Tutor’s comments:
Lesson Procedure
things that went well & Timing things to consider
1.Set the reading task

“We have already learnt new words which will show in

the following article you will read. But before you read, 6 minutes
let’s learnt more new words together because these T – SS
words may help you understand the article well.

①blame: v. to say or think that someone or something

is responsible for something bad. For example, blame
Tom for breaking the glass, which means, Tom is
responsible for breaking the glass
②demand: n. here it is similar to need but a demand is
a strong need.
③quality time: the time that you spend with someone
you care much, especially the time spent between
parents and kids Ss
④involve: v. need
⑤average: adj. typical or normal
⑥conversation: n. talking
⑦modern: adj. the present time
⑧regular: adj. sth happens following a pattern,
especially with the same time and space in between
each thing and the next
⑨vacation: n. holiday

OK, we have learnt some important new words in the S-S

article. Now, you have to read the 3 questions below
the article. 20 sec.

(1) What is the article mainly about?

(2) How have family interactions changed? “like from T-SS
what style to what style?”
(3) What are two main reasons for this change?

Have you finished reading the questions? Any

comments or ideas you want to share?

Now, you have 3 mins to read through the article.

Remember, write down the answers of the 3 questions
while reading.

ICQ:
How much time do you have? (3mins)
Do you have to write down the answers while the
reading? (yes)

Monitor
Make sure students are reading the article
Give students helps if they have other new words
Prompt students if they forget to answer questions
Correct the grammatical errors they might have
 “Now pair check your answer. 3 minutes”

Monitor
Make sure students are checking answers
Write down some unique expressions on the board

Feedback
Praise students who have written sentences without any
spelling and grammatical errors
Praise students who have written excellent expressions
and ask all the students to memorize them

Anticipated Problems Anticipated Solutions

Clarify it by guiding students to find the corresponding paragraph or even the specific
Students may have disagreements about a certain question sentence

Stage 4

Stage Number Stage Name Stage Aim

To enable students to practice the use of present simple tense and present
4 Language Focus
continuous tense
Tutor’s comments: Interaction Tutor’s comments:
Lesson Procedure
things that went well & Timing things to consider
1.Set Ex 1

Here are the 2 sentences from the article we read just

now:
25mins
Right now, economic pressures are increasing, and T-SS
parents are working for longer amounts of time.
Families are facing the pressures of today’s modern life.

Can we replace the underlined words with the basic

form of the verbs (increase, work, face)? Why or why
not? You have 1 min to discuss with your partner.
Monitor
Make sure students are on the task

Feedback
Invite one pair to share their answers and ask other
pairs if there are complements

Yes, it emphasizes the action increase is happening,

current parents do work for a long time, families do face
the pressure right now.

So, as you can see these two sentences is formed by S +

be + V-ing (+ time), which means sth is going on now.

OK, there are two more sentences:

A lot of families have regular family meals, get together
on weekends and take family vacations every year.
According to recent research, people in the United
States spend on average of 5 hours per day on their
smartphones.

Can we replace the underlined words with the

progressive tense (Jin4 Xing2 Shi2) (are
having/getting/taking)? Why or why not? You have 1
min to discuss with your partner.

Monitor
Make sure students are on the task

Feedback
Invite one pair to share their answers and ask other
pairs if there are complements

OK, they are just facts. Yes, these two sentences are
formed by S + V (+ time), which means sth happens
again and again or sth is a true fact. The first sentence is
sth happens again and again and the second sentence is
sth true.

OK, guys, now it’s time for you to do some written work.
But first, I’ll introduce some new words you may meet
later.

industry: n. businesses that produce a particular type of

thing or provide a particular service, e.g.: a car industry/
a heavy industry
broaden one’s horizons: to make one expose to more,
see more and know more. (Use Chinese if possible)
opportunities (pl.): opportunity = chance

2. Set Ex.2
Finish task 2 on your own in 3 minutes.

ICQ:
How much time do you have? (3min)
Do you do the task personally or in pairs? (personally)

Monitor:
Give students additional helps on vocabulary which they
may encounter so as to prevent them from
understanding well

Pair check:
Share your answers with your partner and if there are
some disagreements, tell each other the reason why
you write that answer.

Feedback:
Announce the correct answers. (is growing; travel; have’
helps; make; are facing)
Emphasize what students make most mistakes about

3. Set Ex 3
“Write a few sentences to describe this picture.
Anything you want to write. Two sentences or more.
Here is a sample:
This is the Smith. (Who) They are on the way to have a
picnic and they always have picnic on Saturdays. (What
+ When) They are laughing happily.

5 minutes. Work by yourself.

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (5 minutes)
How many sentences should you write at least? (2
sentences)

Monitor
Make sure students are on the task

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

4. Set Ex 4
“What tenses did you use in Exercise 3? 2 minutes.
Discuss in pairs.

ICQ:
Do you need to work in pairs or by yourself? (in pairs)
How many minutes do you have? (2 minutes)

Monitor
Make sure students are on the task

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

5. Set Ex. 5
“Work in pairs. Describe the pictures of people’s daily
activities.
 Here is a sample:
The girl is brushing teeth.
The boy works out at weekends.
They are chatting while having meals.
The girl likes reading newspaper.
3 minutes”

ICQ:
Do you need to work in pairs or by yourself? (in pairs)
How many minutes do you have? (3 minutes)

Monitor
Make sure students are on the task

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

6. Set Ex. 6
“What tenses did you use in Exercise 5? 2 minutes.
Discuss in pairs.

ICQ:
Do you need to work in pairs or by yourself? (in pairs)
How many minutes do you have? (2 minutes)

Monitor
Make sure students are on the task

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

Anticipated Problems Anticipated Solutions

Eliciting them by showing some examples
Students have no idea about what they should write
Stage 5

Stage Number Stage Name Stage Aim

5 Writing Skills To better enable students to recognize parts of a paragraph and make an outline
Tutor’s comments: Interaction Tutor’s comments:
Lesson Procedure
things that went well & Timing things to consider
1. Set Ex 1
You are asked to read 2 paragraphs but before you read
them. There may be some new words.

guardian: n. a guardian is someone who needs to

protect sb. or sth.
hilarious: adj. very funny (Drill pronunciation) 25mins
T-SS
Then you need to read the 2 paragraphs and think of a
question: Which paragraph is more academic and
formal and which one is more casual like a blog/ an
interview / a report (Where might you read these types
of writing?) You have 3 min to do the task personally. S-S

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How much time do you have? (3 min)

Monitor
Make sure students are reading the paragraphs
Pay special attention if they have other new words S-S
which prevent them from understanding the text; tell
them the meanings

Which one is more academic and more normal? (p1) T-S

Good, obviously, p2 seems more likely to be a blog/ an
interview or a report, which is casual or leisure.
Feedback
If there are other new words to most of the students,
explain to the whole class before check the answer

2. Set Ex 2
Since we have known that p1 is more academic and T-S
more normal and p2 is more like a blog/ an interview / a
report, let’s look into more differences between them.

First, obviously, the audience. This means that the kind

of people the paragraph is written for. So academic and
normal paragraph are for academic audiences. So can
you guess, what kind of people paragraph 2 is written
for? (S: no academic audiences) Yes, we often say non-
Academic audiences. non- is an affix, meaning no.

Next, which one has a set structure? set here is an

adjective, meaning fixed. 30 seconds to read through
the paragraphs. (30s later) Which one has a set
structure? (S: p1) because you can see from some key
words:

Thus, if a paragraph has a set structure, it is a formal

one. Otherwise, it is informal.
Finally, which paragraph uses the first person and I’m?
(S: p2) The first person and I’m is often used in an
informal writing which is subjective. However, in a
formal writing, in an academic writing, we should be
objective, meaning we should use people, we, one.

These are the comparison between the two paragraphs.

3. Set Ex.3
Since we have known that P1 is an academic and formal
paragraph. Let’s look into paragraph 1 more carefully.
Think about the following questions:

What is the main point or idea of the paragraph? Where

is it stated?
What evidence does the author provide to support the
main point?

You have 2 min to read p1 personally.

ICQ
Do you have to work in pairs? (no)
How much time do you have? (1min)

Peer check
Time’s up. Share your answers with your partners by
one ask and one answer.

Monitor
Make sure students are asking and answering questions
Make sure if they find the correct answers

Good, I’ll invite 1 pair to do the Q&A. (S: Q1: The main
point is that family bonding time often increases
communication among family members. It is stated at
the first sentence.

Q2: Parents and children ask each other about their

days during family dinners. Also, parents are better able
to help their kids when children are more open about
their personal lives and problems.)
Does any pair disagree with their opinions? (Invite
others to answer if there are disagreements→compare
to answers to find out which one is correct)

Q3: Which sentence restates the main point or idea of

the paragraph a second time in a different way? (S: the
last sentence. Overall, parents and children who spend
time together learn more about each other and better
support one another.)

4. Set Ex 4

So, if we want to write a paragraph in an academic essay

(TOEFL test), you should have these three parts in your
paragraph.

Topic Sentence
Body
Concluding Sentence

What are they?

Topic Sentence: the first sentence of a para → the main

idea or point of the para
Body: sentences to support the topic sentences (the first
sentence)
Concluding Sentence: at the end of a para → summarize
the supporting points (body), restate the topic sentence
or make a personal comment

Then, look at the first paragraph once again. Underline

the topic sentence. Number 1,2 the supporting points.
Check the concluding sentence. Work by yourself. 2
minutes”
ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (2 minutes)

Monitor
Pay attention to if students mark wrong sentences esp.
in body part
Mark down the wrong markings

Ss pair check the answer

“Check your answer with your partner and if you have
disagreements, explain to each other your opinions”

Monitor
Pay attention to if students mark wrong sentences esp.
in body part
Mark down the wrong markings

Most students can find out the topic sentence and

concluding sentence correctly because the topic
sentence is the 1st sentence and the concluding
sentence is always at the end and there is a word overall
to show the following sentence is going to summarize
the whole para.
But how do we divide the body part? Can you see the
word also? Also means in addition, what’s more,
secondly. So, there must be two different points before
and after also. (point A. Also, point B.) Are we clear?

Feedback
Announce the correct answers first.
Explain to students about their common mistakes.

5. Set Ex 5

Ok, let’s do another exercise. Before doing the ex. Here

are some new words.
negatively impact children: have a bad influence/effect
on children
emotional: adj. related to your feeling
issue: n. problem
upset: adj. unhappy

Ok, then reorder the sentences below by numbering

them 2 to 4. Then write a topic sentence in the space
numbered 1. Work by yourself. 3 minutes

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (3 minutes)

Monitor
Make sure students are on the task

Ss pair check the answer

Check your answer with your partner
If you have disagreements, explain to your partner your
opinions

Ok, pair A (pick any pair), how you record the 234?
(PA:432) Any disagreements? (no)
Ok, I’ll let each pair type the topic sentence. Make sure
there are no grammatical errors and wrong spellings.

T check if the grammar is correct and the main points

are reasonable. The reference: Nowadays, more and
more parents have to travel for work, and this travel
causes problems for families.

Feedback
To correct the grammatical errors if there is any.
Praise those pairs with unique expressions and ask
students to write them down on the textbook.

6. Set Ex 6
At most time, before writing you can make an outline.
Let’s learn how to make an outline.

There are 3 necessary parts in a paragraph. What are

they? (S: Topic sentence, supporting sentence and
concluding sentence) So, your outline should have these
three parts. Such as:

Look at part of the outline for P1. Does the outline

contain full sentences? (no) Do you think it is necessary
to write full sentences in an outline? (no) Why not?
(pick 1~2 S to answer the question) Good, you just need
to use key words and phrases.

Checking Questions
Before writing a paragraph, you should write an ____?
(outline)
There are 3 important parts in an outline. What are
they? (TS SS CS)
Do you need to write the full sentences or the key
words and phrases? (key words and phrases)

Ok, as I have shown part of the outline. Now, you need

to read para1 once again, and complete the rest of the
outline using key words and phrases personally in 2min.
Here is a sample:
 ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (2 minutes)

Monitor
Make sure students are on the task

Peer check
Share your answers with your partner. You need to
check:
If he/she uses key words or key phrases
If he/she finds the correct points

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements
Anticipated Problems Anticipated Solutions
Introduce the concept and then via exercise, analyse the paragraph sentence by sentence.
Students may have no idea what is an outline

Stage 6

Stage Number Stage Name Stage Aim

6 Writing skills To helps students to know how to write a topic sentence

Tutor’s comments: Interaction Tutor’s comments:

Lesson Procedure
things that went well & Timing things to consider
1. Set Ex 1
Just now, we learnt how to make an outline. There are 3
important parts in an outline. 25mins
What are they? (S: TS SS CS)? T-SS
Look at the topic sentence and check the correct
information about topic sentences.
Work by yourself. 1minute.

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (1 minute)

Monitor S-S
Make sure students are on the task

Pair check
Share your answers with your partners to see if you
have disagreements.

OK, guys. You have made some mistakes. So, answer the
following questions:
Where can we find a topic sentence? (1st sentence/
beginning) tick 1
Is a TS used to show the main idea of the whole para.?
(yes) tick 4
Is topic sentence a key word or key phrase? (no) You can
write key words and phrases in your outline. But in your
writing, a topic sentence is a full sentence. tick 6 T-S
Absolutely, the topic sentence should be related to the
topic. tick 3

So, a topic sentence (read 1346). Tick 1346

Feedback
Announce the answers and explain students’ mistakes
to them by asking questions S-S

2. Set Ex 2
Then, read the following para. Before reading, there
may be some new words for you.
accomplishment: n. achievement, something successful
electronic device: n. something like smartphones,
computers

Then, read the para and choose the best topic sentence
for the paragraph below. Work by yourself. 2 minutes.”

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (2 minutes)

Monitor
Make sure students are on the task
If students have other new words, give them some tips

What’s the answer? (Students say the answer together)

If there are disagreements:
Now, what do we need to choose? (A TS)
What’s the topic about? (Technology) A

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

3. Set Ex 3
Think about why the other three sentence choices
cannot be the topic sentence. There are three reasons.
Match each sentence with its problem. You have 2 min
to do the task personally.

ICQ
 How much time do you have? (2min)
Do you work in pairs or by yourself? (by myself)

Monitor
Make sure students are on the task

Pair check

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

What’s the answer? (S: C B D)

Why we don’t choose B? (For example: it is an example
→ SS)
Why we don’t choose C? (meal is not the topic)
Why we don’t choose D? (First: SS)

Anticipated Problems Anticipated Solutions

Students have no idea how to write a topic sentence Show them more examples

Stage 7

Stage Number Stage Name Stage Aim

To enable students to master how to write a topic sentence, supporting points and a
7 Time to Write
concluding sentence

Tutor’s comments: Interaction Tutor’s comments:

Lesson Procedure
things that went well & Timing things to consider
1. Set Ex 1

Let’s look at this topic: Is it important to spend time

with your family? You can tick in the box. 25 mins

2. Set Ex 2
Some of you think it is important and some don’t think it T-SS
is important. Both of the views of point are acceptable. I
think it is important.
Now, you have to think about one reason to support
your answer.

Here’ is a sample:
my reason: Spending time with your family is important
because it creates strong relationships that will last your
whole life. S-S

You have to do the task personally within 3 min.

ICQ:
How much time do you have? (2min)
Do you need to work in pairs and by yourself? (by
myself)

Monitor:
Give students helps of new words and check if they have T-S
grammatical errors.

Ask students one by one and write down their reasons

with key words and phrases on the board.
S-S
Feedback:
Praise students who have unique ideas and excellent
expressions.
Ask students to take notes if necessary.

Then finish the outline. Remember to use key words and

phrases.
Here is a sample: T-S

Topic sentence create strong relationships

Body develop strong bonds with family
members – through the entire life
→ stories with mom
Conclusion support us throughout our life

You have 5 min to do the task personally.

ICQ
How much time do you have? (5min)
Do you need to work in pairs? (no)

Monitor
Give students helps of new words and check if they have
grammatical errors.

Peer check
Share your outline with your partner. Try to check:
If he/she write in key words and key phrases?
If the content is reasonable?

Feedback:
Praise students who have unique ideas and excellent
expressions.
Ask students to take notes if necessary.

3. Set Ex 3

It is time for you to write a complete paragraph. Use the

outline you made.

Here’s a sample:
Work by yourself. 8 min

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (8 minutes)

Monitor
Make sure students are on the task

4. Set Ex 4
In pairs, exchange your paragraphs and use the checklist
below to give your partner some suggestions. 5 minutes

Monitor
Make sure students are on the task
Try to point out the mistakes that students fail to notice
such as the spelling and syntactic errors
Write down unique ideas and excellent expressions on
the board

Feedback
Praise students who have unique ideas and excellent
expressions.
Ask students to take notes if necessary.

5. Set Ex 5
“If you have other suggestions for your partner, tell
them. 3 minutes”

Monitor
Make sure students are on the task

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

6. Set Ex 6
“Rewrite the paragraph according the suggestions.
Work by yourself. 3 minutes”

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (3 minutes)

Monitor
Make sure students are on the task
Make sure students all correct the mistakes

7. Set Ex 7
Everyone sits in a circle and share your paragraph to
each other. Try to find if someone has the same reason
as you. Then you can see how he expresses his ideas.
You have 6min.
 Monitor
Make sure students are on the task
Ask students to write down the excellent expressions on
the textbook

Feedback
Summarize the unique ideas and excellent expressions.

Anticipated Problems Anticipated Solutions

Students sometimes do not know how to express their idea because they one Assist them by giving them some words or some phrases
word stuck them.

Stage 8

Stage Number Stage Name Stage Aim

8 TOEFL Bridge To help them to be able to write a new outline and a new paragraph

Tutor’s comments: Interaction Tutor’s comments:

Lesson Procedure
things that went well & Timing things to consider
1. Set Ex 1
Now it is time for us to experience a real TOEFL
question.
20 mins
The question is
Do you agree or disagree with the following statement?
Nowadays, it is important for family members to have
family meals together regularly. T-SS

First, do you agree or disagree with the statement? Why

or why not? You have 3 min to discuss with your
partner. Don’t forget to write them down.

ICQ:
Do you need to work in pairs or by yourself? (in pairs)
How many minutes do you have? (3 minutes)
Monitor
Make sure students are on the task and give them some
help when necessary.

2. Set Ex 2 T-SS
Then, make an outline for a paragraph.

Here is a sample:

Opinion: agree
Topic sentence create a support system T-SS
Body share things, help each other →
strengthen bonds
E.g.: my family dinner → feel
loved and safe
Conclusion create security

Work by yourself. 5 minutes”

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (5 minutes)
S-S
Monitor
Make sure students are on the task and give them some
help when necessary.

Feedback
Explicit the answer from Ss and clarify it if there are
some disagreements

3. Set Ex 3
Since you have an outline, then complete a paragraph
with the outline.

Here is a sample:
 Work by yourself. 8 minutes

ICQ:
Do you need to work in pairs or by yourself? (by myself)
How many minutes do you have? (8 minutes)

Monitor
Make sure students are on the task
Help them correct spelling, grammatical errors
Write down the unique ideas and excellent expressions
on the board

Feedback
Praise students who have unique ideas and excellent
expressions.
Ask students to take notes if necessary.

Anticipated Problems Anticipated Solutions

Students cannot figure out 1 reason Guiding them to do brainstorming