This document outlines the stages of a speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - another quick activity to set the context using questions, pictures, music etc.; 3) Reading for comprehension - students read a sample text with a simple comprehension task; 4) Model analysis - examining a model text to raise awareness of genre conventions; 5) Practice - activities relevant to the writing aspects analyzed; 6) Planning - time for students to think about what and how they will write; 7) Writing task - students write their piece, which can be a draft or final version. Each stage should not exceed 5 minutes except the writing task.

1. TEACHER EDUCATION COURSE
SECONDARY | ANOS FINAIS DO ENSINO
FUNDAMENTAL E ENSINO MÉDIO
A FRAMEWORK
FOR WRITING
LESSONS

2. The stages of a speaking
lesson for secondary
learners:
1. Warm-up
2. Lead-in
3. Reading for comprehension
4. Model analysis
5. Practice
6. Planning
7. Writing task

3. WARM-UP
A warm-up is a quick activity used at the beginning of the
lesson to get learners settled and in the mood for the
lesson. This usually a game or fun activity.
Careful:
A warm-up should not take longer than 5 minutes.

4. LEAD-IN
A lead-in is another quick activity used to set the context of
the lesson. This stage usually consists in:
● discussion questions;
● exploring pictures;
● using music clips or video snippets;
● working with realia;
● a quiz;
● an anecdote;
● etc.
Careful:
A lead-in should not take longer than 5 minutes.
A lead-in should not focus on language, but in the topic of
the lesson.

5. READING FOR COMPREHENSION
In this stage we show students a sample of the genre we expect
them to produce at the end of the lesson. However, the focus here is
on comprehension. We normally give students one simple task for
them to read the text before focusing on writing subskills.

6. MODEL ANALYSIS
The examination of a model text will help raise the
learner’s awareness of the conventions of typical texts of
different genres in English. The focus may be on content
and appropriacy (e.g. identifying what the text is about,
appropriate language according to the level of formality),
organization (e.g. paragraphs, cohesive devices) and/or
accuracy (e.g. common functional language).

7. PRACTICE
Practice activities have to be appropriate to the level and
competence of the student. The practice activities should
be relevant to the aspects of writing that were analyzed
based on the model.

8. PLANNING
In this stage, students are given time and guidance to think about
what they are going to write and how they are going to write. First,
they should be given the writing task.

9. WRITING TASK
This is the moment students have to actually write their
piece. This can be a draft or the final version. Drafting is a
way to give students time to write a first version, receive
feedback and then write a final version.