Teaching Practice 5
To present and practice forms used in English for starting or finishing emails or letters.
To provide reading practice for specific information including functional language they are going to learn.
Procedure (45-57 minutes)
Ask them how they can be in contact with their families or friends in different parts (telephone, letter, email). How they can write an email?( on the paper, using internet). Tell them an email has different parts and they use some sentences to begin the email and some to finish the email.
Show them the email sheet in your hand. Tell them that they are emails between two friends. Ask them to read the the emails and answer the questions. Pass the sheets. Monitor them while they are reading. When they are finished ask them to check their answers in pairs. Then ask some individuals to read their answers to check them.
Show the Ss worksheet 1 in your hand. Explain that they should work in pairs and read the beginnings 1-6 and match them to the endings a-f. Show them on the board if they don't understand. Pass the sheets. Give them time to answer. Monitor while they're answering. Write numbers 1-6 on the board. When they are almost finished, ask six students to come to the board to write the sentences. Then check the sentences. Then ask them to look at the sentences again and write which sentences they can use to start an email and which ones to finish an email. Then check their answers.
Ask them to look at the sentences on the board. Read the sentences and ask them to repeat after you. Drill all the sentences.
Stick the materials on the walls in a random order. The materials contains sentences of two emails. Divide the board to two parts. Ask the students to look at the sentences for a minute. Then ask them to come to the board and put the sentences on the board in the correct order to make the emails. When they are finished check the order of the sentences and have their attention on different parts of the emails.
Show them worksheet 2, part A. Tell them that these are the sentences from the emails. Ask them to work in pairs and write the correct past verbs in each blanks. Give them time, then check their answers. Ask some individuals to read their answers. Show them part B. Tell them that they should think about other words they can use instead of underlined words. Do the first one as an example. Ask them to work in pairs and do this part. Then check their answers. Write some of them on the board.