To provide process writing practice of a thank you letter, card, e-mail or note in the context of how to thank
To provide gist and detailed reading practice using a text about saying thank you in the context of how to thank
Procedure (42-51 minutes)
Teacher expresses a video to generate interest and asks students to watch the video and and tell him what are the people in the video writing? students have to talk to the teacher and answer the question,teacher ask them have you ever write a thank you card, each student has to participate and tells what happened.
The teacher shows "written thanks" forms to students, tells them that, they are going to read card, note, e-mail and letter, the teacher asks them, what is each person saying thank you for? The teacher asks ICQs:- Are you going to read quickly or slowly? Are going to answer any question? The students check their answers in pairs, the teacher gives feedback. Answers:- 1- being lent a leather jacket. 2- launch cooked at somebody's home. 3- a present ( a Manchester united football shirt) . 4- staying at somebody's house for the weekend.
The teacher says I've got a list of sentences here what I want you to do is read the text again and fill in the gaps using these sentences. The answers:- a- just what I needed for the party. b- we haven't eaten so much for ages. c- I've worn it lots of times already. d- we thoroughly enjoyed ourselves. The teacher highlight useful language by asking students to underlined the phrases used to say thank you in each text, to encourage and prepare them for the productive task. The answers:- 1- thanks a million for. 2- just a quick card to say thank you so much for. 3- thank you very much for. 4- just a quick line to say thank you so much for...... thanks again
The teacher asks students to think of someone has done a favor to you and you need to thank him, take a while to think then write to him a note, card, e-mail or letter thank him for what he has done for you. The teacher asks students to exchange the papers and discuss what they have written together.
After finish writing and students discuss what they have written in pairs, they discuss it as a whole class, teacher correct the errors with them and gives feedback Teacher starts with discussing what the students have written firstly then the use of the language.