Hossein Hossein

pre-intermediate level


In this lesson, students correct an email for grammatical and typographical mistakes and write a similar email to an imaginary friend.


No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a an email in the context of describing oneslf

Subsidiary Aims

  • To provide review of e-mail verbs in the context of describing oneself


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

-The teacher writes this question on the board: "Why is it difficult for Sponge Bob to write his essay and how could it become easier? -Students watch the clip and discuss among themselves and come up with two suggestions. -There is a whole class feedback.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading

-Students read the e-mail and do the exercise which is correcting the ten mistakes in the text. -There is a whole class feedback. -To do the second part of the exercise, the students answer the nine questions in exercise b. -The students switch their partners and explain their answers to the new partner.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-In this stage, he teacher makes sure the students know the subject of each paragraph and the words the person used to convey the meanings. -The teacher asks groups to find the subject in each paragraph and then share it with the class. -The teacher writes their answers on the board. -Later the teacher asks the groups to find sentences that deal with the subject in each paragraph. -There is a whole class feedback.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-The teacher asks the students to write a four-paragraph e-mail about themselves using the text in "A" as a model.They shouldn't write their names at the bottom of the e-mail. -The teacher monitors closely and makes sure the students are on the right track and are following the instructions.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-The teacher asks students to read the texts on the wall and guess who the writer is. -The students place their e-mails on the walls and the students move around reading each other's writing. -They write their guesses at the bottom of the letter.

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