Show SS a picture on your laptop of a student being bullied by classmates in the school hallway. Ask SS to look at the picture and describe what they see and elicit the word “bullying”. Give SS a moment to look at the questions written on the board. Allow them 3 min to discuss the questions in pairs. Have you ever seen bullying at school? If you have what did you do about it? What other problems might students experience at school? Nominate different SS to share their partner’s ideas with the class and provide a whole class feedback.

Give each student a handout with the formal email, which serves as the reading material. Draw students’ attention to the first question and tell them to think about what kind of problems the formal email will cover. Ask students to share and discuss their ideas and with a partner before conducting a whole class feedback.

Give SS flashcards in two different colors: pink cards with the target words (consider, supervise, prevent, concern, bullying) and yellow cards with their definitions. Ask SS to work in a group and give them 1 min to match each word with its correct definition. Tell a brief story that includes the new vocabulary items, eliciting the words from the SS as you go and write them on the board. Ask CCQs: Does “supervise” mean a teacher ignoring students? (No) If we prevent something do we let it happen? (No) Is bullying done on purpose? (Yes) If you consider something so you decide immediately? (No) Can concern be about people, problems or situations? (Yes)

Tell SS to look at their handout with the formal email. In the first exercise, tell SS to underline all the modal verbs in the text as well as circle the linking words found in the email. In the second exercise, instruct SS to match the given sentences to the appropriate paragraphs, such as Introduction, Problem 1, Problem 2, Problem 3 or Conclusion. Set a time limit of 5 min for them to do these exercises individually. Have them compare their answers before providing a whole class feedback.

Instruct SS to look at the third exercise on their handout and tell them to think about other possible solutions to the problems mentioned in the email. Give SS 3 min to discuss and share their ideas with a partner. Provide a whole class feedback.

Tell SS to look back at the formal email and, based on the exercises they have completed, elicit the structure of a formal email step by step. Ask questions such as “What do we write first in a formal email? Do we start with a greeting or go straight to the introduction?What do we say in the conclusion?” As students answer, write the headings on the board (Greeting, Introduction, Problems, Suggestions, Conclusion) and under each heading, highlight key language such as modal verbs for suggestions and linking words to organize ideas.

Give each SS a handout with 3 example survey questions. Explain that the survey results will be used to help them write their own formal email. Tell SS to work in pairs and add 2–3 more questions of their own to the survey. Give them 2 min to write their additional questions. Have them mingle around the class, asking their classmates the questions and noting down the answers. Monitor SS closely during the activity and offer support or guidance if necessary. Provide a whole class feedback.

Tell SS they are going to write a formal email to the school administration, using the survey results. Give SS 7 min to write their email individually. Encourage them to apply the linking words and modal verbs. Once they have finished writing, tell them to exchange their emails with a partner and give feedback to each other on the strong points of the email and what could be adjusted or improved. Provide a whole class feedback.

Ask SS reflective questions such as “Was there anything new you learned from your classmates’ emails? Did you use any ideas from the survey? Which new words did you learn today?” • Put some good use of language and some sentences with mistakes made during the lesson. Elicit corrections.