Notice · 8 minRead the task. Label the audience and three prompts. Read the model and match each paragraph to a prompt.Talk · 7 minTell a partner about an activity. The partner asks one question to draw out detail for each prompt.Plan · 8 minWrite three brief notes, each with a detail or reason. Choose a friendly opening and ending.Write · 18 minDraft 120-160 words. Use frames only where they help; include your own experience.Check · 9 minCheck all prompts, development and tone. Edit tense changes and sentence boundaries.
1Connect with your reader
2Develop the unexpected moment
3Recommend and close
Use this as a task-coverage check, alongside the actual course prompt.
Read like a writer
Notice the choices in the model.
Complete annotated model
Task: Write to Alex about a cooking workshop: explain why you joined, describe a problem and say whether you recommend it.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
1
Hi Alex,
You asked what I did on Saturday, so I thought I would tell you about our school cooking workshop. I joined because I wanted to learn to bake something myself instead of just watching cooking videos. We worked in small groups, which made the morning feel more like a shared challenge than a lesson.
2
At first, everything went smoothly. Then our mixer stopped just as we were making the cake. We mix it by hand, which , but everyone helped. The teacher showed us how to check the mixture, and we managed to finish. Our cake looked rather flat, but it still tasted great.
3
the workshop because the instructions were clear and I now feel to try the recipe at home. Come next time; we could work together!
Write soon,
Sam
Read · evaluate · revise
Compare three responses
Task: Write to Alex about a cooking workshop: explain why you joined, describe a problem and say whether you recommend it.
The weak and good options isolate choices for comparison. The excellent option shows the complete teaching response. These are not awarded grades. Compare specific choices rather than treating length or complicated vocabulary as automatic quality.
Weak: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
The recipient is a friend. This formal greeting and vague opening do not establish the intended relationship or event.
The reader cannot identify what happened or how people responded.
The recommendation has no supporting reason.
Good: comparison extract
Hover over an underlined passage to preview advice. Click or focus it to keep the explanation open.
The greeting suits a friend and the opening answers why the writer joined.
A specific problem and response make the event understandable.
The recommendation has a reason and a natural invitation.
Excellent: complete teaching model
This is the whole response. Hover, click or focus a passage for advice on its place in the text.
Greeting and reason: A friendly opening answers why the writer joined and establishes a personal relationship with the reader.
Problem and response: A problem is developed through specific actions and an outcome, rather than mentioned without detail.
Recommendation and ending: The recommendation has a reason and a natural invitation. Follow the actual course task and word limit.
Complete annotated model
Task: Write to Alex about a cooking workshop: explain why you joined, describe a problem and say whether you recommend it.
Read the complete model in the centre. Explore highlighted grammar and vocabulary on the left, and match numbered passages to structure notes on the right.
Original classroom teaching model. Use the actual course task and word limit for assessment; the labels here are teaching descriptions, not awarded grades.
The complete text
1
Hi Alex,
You asked what I did on Saturday, so I thought I would tell you about our school cooking workshop. I joined because I wanted to learn to bake something myself instead of just watching cooking videos. We worked in small groups, which made the morning feel more like a shared challenge than a lesson.
2
At first, everything went smoothly. Then our mixer stopped just as we were making the cake. We mix it by hand, which , but everyone helped. The teacher showed us how to check the mixture, and we managed to finish. Our cake looked rather flat, but it still tasted great.
3
the workshop because the instructions were clear and I now feel to try the recipe at home. Come next time; we could work together!
Write soon,
Sam
A frame to adapt
These openings support rehearsal on new content. Adapt or remove them once learners can make the choices independently.
Move 1
I joined because …
Move 2
Just as we were …, …
Move 3
I would recommend … because …
Discuss the whole text
How does the opening establish the reader and purpose?
How does each paragraph develop or qualify the message rather than repeat it?
Which version develops the problem rather than simply mentioning it?
How does the ending follow from the earlier information?
Make the writing choices audible
“Who is the reader of this an email that sounds like you, and what do they need from you?”
“Show me the detail that supports your point. What would be unclear if you removed it?”
“Read your revised sentence aloud. What has changed for the reader?”
A short feedback conversation
The writer identifies one intended effect.
The partner points to words that achieve it and one gap.
The writer revises, then explains the choice.
Adjust support and check transfer
More support
Read the model aloud, explain essential vocabulary and rehearse ideas orally. Offer the move labels with one optional sentence opening. Accept a labelled sketch before a short written response.
Greater independence
Hide the model and change the reader, topic or evidence. Ask learners to choose their own structure and justify one language choice.
Age and task fit
For younger learners, select one or two moves and work with familiar experiences. Older learners can compare alternatives and qualify claims. Use the actual course task and criteria when preparing for assessment.
Check learning
Use a new prompt without the model. Look for the same purposeful moves in original wording; copied phrases alone do not show transfer.
