Justin Justin

Thursday 10th of April
Elementary level


In this lesson, students have an opportunity to practice writing in a controlled setting in the theme of "cities"/"weekend activities". Students review vocabulary and grammar from the lessons in the past three days. The writing activity has a clear purpose and is integrated with other skills. The audience is real. They are writing to each other.


Abc Email 1 and Email 2
Abc Strips of paper
Abc Writing prompts 1 and 2

Main Aims

  • To provide product writing practice of an email to a friend in the context of cities

Subsidiary Aims

  • To provide clarification and practice of basic functional language used for salutation and closing of an email
  • To provide review of comparatives and past simple in the context of cities


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

I ask ss whether they use the Internet at home. If so, they can discuss in pairs what they use it for. Then w/c I ask whether they use email? How often do they use email? I read them an email that was sent to me (email 1) I ask ss whether I need to write something back. Have they ever sent an email in English? Today ss will write an email.

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

I read out aloud my response. Then Ss are given the email in print and read it. I ask the ss to discuss in pairs what they would write.

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

Ss receive strips of paper in groups of 3. They must put them in the right order. I ask them to read their sentences to me in the right order and I write them on the board. I clarify the different options. Ss get presented appropriate salutations and greetings for writing.

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

Ss get an opportunity to practice writing an email to a friend. They use present simple and past simple and practice the comparatives that were taught in the preceding lesson. First, individually ss write a short email with questions to their friend. They ask questions in the context of 'cities' as modelled in the exposure stage. Check in pairs. When ss are done, they send their email to another ss in the room. Next, ss individually write a response email. They check in pairs, reading their partner's emails. They can still correct their mistakes. Then they send it back to the sender.

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

I have 3 ss read the emails they have received. I write some sentences from the emails on the w/b. I ask ss to correct the sentences. I ask ss how they feel about writing in English now. Are they more confident. Do they think they can do it now? Encourage them to practice.

Extra activity (5-8 minutes) • Students are given an opportunity to practice freer speaking.

SS work in pairs and ask and tell their partner what they did yesterday. They switch partners after they finished their conversation. They need the past simple affirmative/negative/questions.

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