Rahma Sherif Rahma Sherif

TP5, Time
Intermediate level


In this lesson, Ss will learn about formal letters, and how to write a business letter using formal expressions.


Abc WB
Abc hand out
Abc True or False_handout
Abc Flashcards

Main Aims

  • To provide process and product writing practice of a formal letter (business letter) for appiying for a job in the context of time

Subsidiary Aims

  • To provide clarification and practice of expressions that can be used in a business letter in the context of time
  • To provide gist reading practice using a text about a post by the world wide airlines in the context of time


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T welcomes Ss. #1 T opens a discussion with the class about means of communication with others, then elicits from them the answer (LETTERS) T: what do you do if you want to talk to a person whom you can't see? Ss: ( they will answer many things, I will elicit the wanted answer (letters)) #2 T asks the class about kinds of letters, and language used with each kind. (formal..informal) #3 T: So, what do you think we use formal letters for? What are the purposes?

Exposure, useful Language, Top down, and controlled activity (8-20 minutes) • To make Ss familiar to the product they will do and expressions used in a formal letter.

#1 T uses the controlled activity Ex1 to teach the expressions. After Ss finish and work in pairs, T gives FB. ( meaning phase) T uses flash cards to elicit the form from Ss; T sticks flashcards randomly then ask Ss to order them in the right way.(Form phase) A Quick drilling will be done. (Phonology phase) #2 T sets the other Ex in the book (matching) Ss check in pairs T monitors then gives FB. #3 T divides the class into 2 teams: A and B. T handouts 2 envelopes that contain pieces of paper randomly put in the envelopes. T _through ICQs_ set the task. Ss of each team cooperate to each other and order the pieces. Points will be rewarded to the team who finish first.((( The aim of this activity is to teach the form of the letter, Ss have been already taught the purposes (meaning) through Ex 2.))) This activity is considered as a top down strategy, but is taught in a more student_ centered way. This will be followed by another handout ( True or False) #4 T moves on to the last controlled activity (Ex4): T focuses Ss attention to the passage. In pairs, Ss will read the passage then tell the T what it is talking about. T monitors As a writing lesson, T does not focus on lexis as a main aim. However, I can't ignore them. Thus, as mentioned in the anticipated problems,I will give help if Ss need any clarifications, and deill if necessary. T gives FB. then focus Ss attention to the letter. T tells Ss to read it and improve the letter using the help of phrases in Ex1

Productive Task(s) (0-7 minutes) • To provide an opportunity to practice target productive skills

Each student will imagine his partner as a manager, then write a formal letter to him. T distributes some envelops to make it a funny task. Each student exchange the letter with the partner to read and check. T monitors and gives help.

Feedback and Error Correction (0-3 minutes) • To provide feedback on students' production and use of language

T gives feed back and correct the mistakes.

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