Teaching writing
Teaching writing is very complex, because you need to teach many related skills too. Choice of proper vocabulary is crucial, as well as knowing the grammar and which style to use for each type of writing. Also, students really need to be motivated to write and feel the purpose in it.
Some pieces of writing require preparation, which is why it is good to start the lesson with an introduction of the topic. Also, using some kinds of activities for developing ideas just like in https://busyteacher.org/4650-how-to-teach-writing-6-methods-for-generating.html could come in very handy with students of any age:
Activities
The farewell party
Everyone sees friends move away at some point in their life. Maybe when that happened to you, you planned a farewell party for them. Why not turn this into a task-based activity for your classroom?
You can start by asking your students to brainstorm what type of party you would throw for a friend who is moving away and what they would need for it. That will get them thinking about parties in their own cultures.
Before class, you will need to make a shopping list and a separate stack of cards. On them will be the foods and drinks that appear on that list. Each student will get a list and a card.
The lists could be in the first language or in the target language, depending on what type of class you are teaching. The cards should be in the target language. The first task for your students is to go around and identify, in the target language, who is bringing what to the party. Once you have been assured that everyone has done this step correctly, you can divide the class into small groups and start the second stage: planning the actual party!
For this task, you will need to assign your students a number of questions to resolve: They will need to decide when is the best time for the party, what they will do at the party, what kind of farewell present(s) to buy for your mutual friend and what other food or drinks would be appropriate to bring. At the end, each group will present its party plan and everyone will decide who has planned the best party.
What about homework? One idea is for each student to take on the role of the friend who is leaving and, the day after the party and before leaving town, writes a thank you note to his or her fellow students, thanking them for the party, reminiscing about the most pleasant moments—the food, drink and activities, being sure to be specific—and saying how much they like their present(s) and will miss everyone.
Source: https://www.academia.edu/19885644/5_Practically_Perfect_Activities_for_Task-based_Language_Teaching
Road trip
Have your students ever asked you where you are going to travel over winter break or summer vacation? Why not let them help plan a trip for you?
It is not important whether you take one of these proposed trips or not, but it will help your students feel like they are making an impact on your life, the same way they know that you are impacting their lives.
For this activity, you should have enough maps for each group in your class. Because your students are likely more familiar with their home country than the country whose language they are studying, you should be sure to have local maps—and everyone should work under the assumption that this is going to be a true “road trip,” meaning that you will be driving.
At the beginning of the class, you should ask each group what information they need from you in order to plan the perfect trip. This might include the number of days you wish to travel, your budget and what you like to do while on the road or in your free time. Once your students have this information, set them loose with their maps and give them time to plan!
When they are done, have them present their trip to the entire class. Your class, as a whole, can now vote on which trip you are going to take! Of course, they should be able to explain why they made the choice that they made, especially if they chose a trip other than the one their group created for you.
What about homework? Depending on the level of the students, there are a couple of options. If it is a lower-level class, they could write a short postcard home, telling some key points of one day of the trip. And if it is a more advanced level class? Then they could write two or three days’ journal entries, similar to a postcard, but more detailed and, of course, using more language skills.
Where are you going?
How many people are going?
How many people are willing to drive?
Will you need passport?
What are the top ten things you cannot forget to pack?
What is your budget?
For how long you want to go?
What would you like to do there?
Discuss in groups those questions and agree on answers. You can google interesting destinations if you wish. Plan it carefully and think of all the details, because as a homework, I will want from each of you an essay about your road trip.