Tell SS to close their books. Write a phrase on the board with some missing letters (R__S_ M_N_Y F_R CH_R_TY) and ask SS to take turns guessing the letters to figure out the phrase. Encourage the whole class to participate in guessing. If they can’t find the phrase after a few attempts, reveal the full phrase “raise money for charity.” Then, ask them to give example sentences using the phrase.

In ex 1 A, p 34, tell SS to look at the pictures and read the names of the charities. Ask them what they know about these charities or what they think each charity does. Have SS answer the following questions related to the topic as well as match each charity with the correct sentence. In ex 1 B, put SS into pairs and give them one minute to think about additional ways to raise money. Elicit their ideas and write them on the board. Get a whole class feedback.

Play the recording in Exercise 1 C, p 34 and tell SS to listen to what each of the four people says about giving money to charity and which charity they support.

In ex 1 D, p 34, play the recording a second time and ask SS to focus on the reasons why each person supports or doesn’t support a charity and how they help or contribute. Elicit the answers from different students and provide a whole class feedback.

Tell SS to work on their own to make notes on the questions in ex 1 E on p 32. Give them a minute to think and note down their ideas. In ex 1 F, divide SS into small groups and ask them to discuss their answers. Monitor them closely as they speak and provide a brief whole class feedback.

Tell SS to look at ex 2 A, on p 35 and read the six reasons why Anita might be writing the email. Ask them to tick the options they think she will talk about in the email. Give them a minute to complete the task individually.

Give SS 2 minutes to read the email individually and check their predictions from ex 2 A. Ask SS to read the email again and answer the comprehension questions in ex 2 B. Display the answer key. Elicit phrases that give the purpose of the message and helped them understand the reason for writing. Put them on the board: “We’d like to thank everyone, We’ve successfully raised, we’d just like to let you know about” and briefly discuss their meaning and function.

Divide SS into pairs and tell them to imagine they organized a charity event at school and they want to email people to thank them and share the results of the event. Write some useful sentence starters from the email on the board. Instruct SS to write 4–5 sentences using those expressions. Once they finish, ask several pairs to read their messages aloud to the class and provide a whole class feedback.

Tell SS to look at the email again and ask the question: “Is the email organized well? Why or why not?” Elicit brief responses to generate interest in the organization of the text. Draw students’ attention to ex 3 A on p 35. Ask them to match the descriptions with the corresponding paragraphs (A to D) in the email. In ex 3 B, ask SS to look again at the email and discuss what kind of information is includes in the introduction and closing paragraph. Elicit ideas from SS and write a few useful expressions on the board, such as “I’m writing to…” for introductions, and “Thanks for…”, “Apologies for…” for conclusion. Give SS 2 minutes to read the jumbled paragraphs and ask them to put them in the correct order to form a well-structured email. Share the answer key and provide a whole class feedback.

Divide SS into pairs and tell them to choose one of the email options in ex 4 A, p 35 and give them 2 minutes to plan their message. While SS are making notes, monitor and offer support or advice where necessary. Give SS 5 minutes to write the email individually. Once SS finish writing, ask them to swap emails with a partner. Tell them to read each other’s email and focus on how well the email is organized, the number of paragraphs and whether the ideas are clear and logically sequenced. Ask students to briefly share their feedback with each other. Provide a whole class feedback.

Ask SS reflective questions such as “Was it easy or difficult to organize your ideas into paragraphs? Why?” Put some good use of language and write common mistakes on the board made during the writing stage. Elicit corrections.