Athar Athar

Writing - Refer back in emails and make offers and promises
B1/B2 level


In this lesson, students will practice the writing skill, how to refer back in an email. they will be able to make offers and promises and will be able to figure out the differences between formal and informal email writing. the students will send an email to ask about some information and to reply making offers and promises.


Abc PowerPoint Presentation
Abc Handout 2
Abc Handout 3
Abc Handout 1
Abc Short Video
Abc Handout 3

Main Aims

  • By the end of this lesson, students will be able to refer back in emails

Subsidiary Aims

  • To provide practice of language used for making offers and promises


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

I show a comedy video about a woman who did reply all instead of replying to a specific person, before letting them see the video I will ask them to watch and think what wrong did the woman do? I will ask them to discuss in pairs then I will elicit the answer from some of them. After that show a picture of a girl writing an email and ask them about what do they think today's topic about?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will present a photo of Kyoko on a PowerPoint slide and then I will give the learners some questions to read and think about them individually for a minute, before giving them a paper with the emails between Kyoko, Maya, and Melissa to read and answer the questions. They will discuss the questions in pairs, Then show the key answer on a PowerPoint slide.Following that, I will ask them to think about the differences about the emails between Maya and Kyoko and the email between Kyoko and Melissa. They will discuss that in pairs for 2 minutes, then I will listen to them and highlight the other characteristics they will not mention,e.g. the emails between the friends use an informal style in which words are dropped( Great to hear......; Haven't heard......) greetings are shortened (thanks, Maya) words and names are abbreviated(KX), in contrast to, Melissa's email is slightly more formal because she does not know Kyoko.

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

I will ask students to work in pairs to match the highlighted expressions with the categories.I will give them five minutes to do that. Then I will ask them to switch their papers with the other students to see if they have the same answer or not then I will give them the answer key at the end to check their answers. After that, I will ask the students to work individually and write one request in one minute I will present a demo for them e.g. " could we do our homework together? ". then I will ask them to swap their papers so each could reply to their partner's request using the highlighted expression we have just covered. I'll present a demo again replying to the request that I did before e.g." Sure if I'm free. I'll get back to you on that". I will ask some of them to read the request and the reply that they wrote.

Productive Task(s) (6-15 minutes) • To provide an opportunity to practice target productive skills

I will divide students into 2 groups each group will write emails asking about information and making offers and promises. I will ask students to use the language we presented at that day, I will give them 10 minutes to do the task, and ask them when they are done with their writing stick it in different places, which I will specify at that time. Following that, students will move and read the other group version and give their impression about it, did they find any mistakes, what are the mistakes, how should we correct these mistakes

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

I will give the students a chance to figure out the mistakes if they cover all the mistakes and errors, so it will be fine, but if I found a mistake or error that they forgot about it. I will write it on the board and ask them to find out what's wrong and how I could correct it.

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