Ayça Alabay Ayça Alabay

Teaching Practice 3:
Elementary, A2 level


In this lesson students practice the grammar and vocabulary they have learnt in previous lessons and learn how to write an email to a penfriend by using the vocabulary on family and physical apparance


Abc Write some sentences about your family handout
Abc Choose the correct words to make these sentences true for your family worksheet
Abc True-False Handout
Abc Gap fill handout
Abc Slide number 1/
Abc Photograph

Main Aims

  • To provide product writing practice of a e-mails in the context of family
  • To provide scan reading practice using a text about e-mails in the context of family and physical apparence

Subsidiary Aims

  • To provide review of family lexis in the context of Personal e-message


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show students some pictures that represents e-mails and texts Ask "What are these?" (They are emails) "Do you send them?" (Yes) "Who do you send them to?" (Family, friends) Say today we will look at emails.

Pre Reading (2-5 minutes) • To provide with less challenging gist and specific information.

Say look at this e-mail don't read it but look at it scan (show how to scan by mimicing) Ask: Who is writing this e-mail? (Barbarba) What is this e-mail about? (Barbara's family)

While Reading (4-6 minutes) • To provide students with less challenging gist and specific information reading task.

Tell students to read the e-mail and fill in the blanks with the words that you give. ICQ: What do you read? (the e-mail) ICQ: Which words do you use? (the ones from the box) Give students the handouts and do the first exercise from the worksheet as an example Give students 3 minutes to complete the gap fill handout. Peer Feedback: When it is done ask them to check their answers with their partners. Feedback: Nominate a student to read the first sentence and the answer then nominate three more students for the next gap fills. Answers to exercise: 1) Parents, 2) Mother, 3) Sister, 4) Brother

While Reading (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading

Say look at the exercise read the rest of Barbara's e-mail and write T for true or F for false for these sentences. Read the first sentence from the email and turn to sentences and ask Barbara's father is fat? Is this true?(yes) ICQ: What are you reading? (the email) ICQ: After you read what are you gonna do with these sentences? (Write T for true or F for False) Give them 5 minutes to finish Peer Feedback: Put students in group of four and tell them to check their answers. Feedback: Check the answers together.

Exposure (7-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

Show students personal photograph of family. Say this is my family, this is my father, this is my mother and this is my brother. Show yourself on the photo and ask who is this?(Ayça) Say think about your family for a minute Show slide number one with the "Choose the correct words to make these sentences true for your family" Worksheet taken from Straightforward Elementary Workbook page 67, ex.4 Say look at these sentences and circle the true ones for you Say for example My father is tall, he has green eyes. ICQ: What are you doing with these words? (circle) Who are you writing about? Is it Ayça's family? (no, ours) Give students three minutes to complete the exercise. Peer feedback: Ask students to share their answer with one and other. Feedback: Ask students to give their answers.

Pre Writing Task (5-7 minutes) • To provide semi controlled practice before writing

Tell students that they will write some sentences about their families. Give them Write some sentences about your family handout. Give an example write on the board "My mother's name is..., She is...,She has...eyes and... ICQ: Are you reading or writing?(writing) Who are you writing about? (ourselves) Give students five minutes to write their sentences. Ask them to check with their partners. Group feedback: Nominate some students to read their sentences to class.

Productive Task(s) (9-10 minutes) • To provide an opportunity to practice target productive skills

Say now you are writing an email. Show the email template from Straightforward Elementary Workbook pg:67/ex 6 Say we write an email to Barbara about ourselves. Give students the template and ask someone to read the sentence " Hi, I'm looking for a pen pal to exchange emails with. Tell me about your family" ICQ: What is Barbara looking for? (pen pal) Who are you writing about? (ourselves/us) Give students 10 minutes to complete the exercise.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Ask students exchange their emails(the ones they have written) with each other and check each others emails. OR Ask students to give emails to teacher and post them to board and ask them to check their peers emails for mistakes.

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