Aras' Lesson Plan TP 3 - A personal e-message
Elementary A1/2 level


In this lesson aims to develop the students' ability to use TL in writing. As per previous lessons, they will keep on practicing the simple present tense, have/has got as well as have/has. They will also practice the vocabulary to describe people by reading and writing activities.


Abc Straighforward Elementary Workbook

Main Aims

  • To provide product writing practice of a personal e-message in the context of family

Subsidiary Aims

  • To provide clarification and practice of language used for describing people with functional vocabulary in the context of family


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

I will show them a photo of the Adams Family over the projector and ask students questions like; - Do you know who they are? - How are they physically? - How is her hair? etc...

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will distribute them a table which will include on one column the days of the week and on the other columns the names of the activities and with whom Barbara does them.

Useful Language (5-10 minutes) • To highlight and clarify useful language for coming productive tasks

I will ask them to read Ex. 1 on page 66 on the workbook. (It will be shown over the projector.) It is a sample e-message with missing words. So the students have to find out who is writing and about what. Then I will ask them to fill in the gaps with the words provided (I will distribute the sheets) Then we will do the Ex. 2, which is a T/F exercise with a small text next to it.

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

Here we will focus on the language more (is/has) by doing Ex. 3 on page 67 As a last exercise we will do the writing exercises on page 67. Ex. 5-6-7 For these final exercises I will change the pairs and will give them a paper that looks lke an email.

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

Before I start correcting all letters written by them, I will ask them to put them on the walls and ask each student to go correct and give feedback to owner of the letter. Then, I will write down all majors errors on the white board and I will ask the students what is wrong with those sentences. I will drill them if necessary.

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