Elaine Cristina Yalcin Elaine Cristina Yalcin

TP7 - Writing - Formal and Informal emails
Upper Intermediate level

Description

In this lesson, students will think about situations where we write formally and informally. After that, they will check some models and decide which one is formal and informal. They will analyze to clarify the features, practice the structures and, finally, write an email.

Materials

Abc HO4
Abc HO3
Abc HO2
Abc HO1

Main Aims

  • To provide process and product writing practice of a e-mail in formal and informal contexts.

Subsidiary Aims

  • To provide gist reading practice using texts about formal and informal emails
  • To provide clarification, review and practice of language used for formal and informal phrases

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

- Show the Ss 2 texts, let them read and ask to discuss in pairs what is their difference. Duration: 1 minute. FB - Elicit some ideas. *If they don't come up with Formal/Informal ask them. After that: - Brainstorm: ask Ss when do we use formal and informal language while writing.

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

Instruct HO1. -Tell Ss they will skim the text and ask: - Which text do you think it's formal/informal? Why? ICQs: Are you reading fast or slow? (slow), Are you unfolding the paper? (no). - Ss skim the 2 texts. Duration: max. 2 minutes. FB - Elicit some answers. - Reveal the blocked part from the text. - Instruct exercise 1 - Ask CCQs: On a business trip do you have fun or you work? (normally work) - Instruct exercise 2 - Ask CCQs: -When you conclude something, did you start or finish it? (finish). - For requesting: mimic: give - request. Ask CCQs: When I request, do I offer or I want something? (want) PW - 2 minutes. ICQs: Is it necessary to understand all the words from the text? (no) FB - For exercise 1 - elicit quickly. For exercise 2: show PPT and elicit from the Ss sentences where they found the information. _______ IF TIME: Reading for detail: Instruct exercise 2 (True/False) - PW (2/3 minutes) FB - Project the answers on the board

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

- Call Ss attention to the board. - Don't give the handouts yet! - Project the text B and ask them: In this passage, can you find the formal phrase for 'quick reply'?. (prompt response) Give Ss some seconds to read and think. Elicit. Mark in the text. - Project both texts and ask them: Do we usually use exclamation marks in formal or informal features? (informal) Give Ss some seconds to read and think. Elicit. Mark in the text. -Instruct exercise 3, 4 - Duration 4/5 minutes - GIVE HO2 FB - ex. 3 - call Ss to write on the board. ex. 4 - answer key - Project text A on the board and ask: Which word could we use in here (invite) to turn the sentence more formal? (invitation). And what about here (worse luck)? (unfortunately) Give Ss some seconds to read and think. Elicit. Mark in the text. Instruct exercise 5 - PW TELL Ss TO UNFOLD THE PAPER Duration: 3/4 minutes FB ex. 5 - elicit from the Ss - mark on the board their answers, and check for clarifying the meaning. Review exercise (6) - Instruct - PW. ICQs: Are you choosing the formal or informal words? (formal) FB - Ss mark the answers on the board.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

- Show the slide that contains an invitation and an advert. Give Ss a few seconds to look. - Instruct HO4 - Tell Ss they will choose one of the models and write notes about it (show it). ICQs: Are you going to choose one or two? (one) Are you answering the questions? (no) Are you taking notes? (yes) Duration: max. 4 minutes. ____ - Writing task Instruct: - write an email to 'Georgie and Colum' (or one of them) or an email to the English school. - You need to write minimum 50 and maximum of 100 words. - Remember the stages: reason for writing, giving information, requesting information and conclusion. *give Ss extra handout if needed.

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

- When the time is over and Ss are done, tell them to exchange their papers and they will check each other emails. They will evaluate as: - If the language is more formal or informal, and if it was properly used (words and punctuation) - If the email is logical. (They can use HO2) to help with it.

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