Leticia Leticia

Copy of Writing an email - Inviting someone to go out
Beginners level

Description

In this lesson students will write an email. As they are beginners, they will write the email in pair. Together, they will invite another pair to go out with them. The students will first do controlled practice, a fill the gap exercise, where they have to select the right word from the box. After checking and correcting, clarifying the essential vocabulary, they will have to write an email to invite/accept/decline another pair to go out with them. I have chosen to do the controlled practice first because I think the students are able to fill the gaps with the given words. If I notice that they have big difficulties with this exercise, we will switch the stages and write the email together on the WB. (Students will help me writing an invitation email). We will do clarification of the essential vocabulary and then the students can write the email by themselves.

Materials

Abc Gap-fill handout ex. 3
Abc Gap-fill handout ex. 2
Abc Gap-fill handout ex. 1

Main Aims

  • To provide process writing practice (write an email) in the context of inviting someone to go out.

Subsidiary Aims

  • To provide clarification on using functional language (inviting, accepting and declining an invitation) in the context of inviting someone out.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher refers back to Omar's "What's on" lesson. Sticks the visuals on the whiteboard and asks: - Do you remember Omar's lesson? - What are these places? - If you would go to a concert, would you like to go alone or with someone? - How can you ask the person to come with you. maybe you can send him an ...... (invitation). I will drill this word, write it on the WB and mark the stress. - Is it a noun or a verb? Noun - What is the verb? To invite. I will drill this word, write it on the WB and mark the stress.

Exposure (3-5 minutes) • To provide: first, a controlled task and then: a model of production expected in coming tasks through an example (inviting someone)

Here, I've chosen to do a controlled task first before giving the students an example. The teacher will give the sudents a "fill the gap" exercise to test what they already know about the functional language of inviting someone. In this exercise students will have to fill the gaps with the words (We're going to..., We're meeting at..., Would you like to...) in the box. The students will peer-check the answers and then we will do WCFB. The teacher will write/project the exercise on the whiteboard and students will stick the right answer in the gaps.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher will ask: - How do you say what you're going to do? We're going to... - How do you ask when you are going? We're meeting at... - How do you ask if they would like to come with you? Would you like to... I will drill these phrases, write them on the WB and mark the stress...

Productive Task(s) (5-10 minutes) • To provide an opportunity to practice target productive skills

"Now, I will give you a paper. You will write an email to another pair to invite them to go out with you. Choose one of the pictures. And invite them to go with you." I will put them in pairs, 1-2, and do ICQs: - Are you going to work alone? - How many places will you choose? The students will work in pair, they will write an email to invite another pair to the place they have chosen from the pictures on the whiteboard. The teacher will walk around and check, I will note the errors to do delayed error correction.

Exposure (4-8 minutes) • To provide: first, a controlled task and then: a model of production expected in coming tasks through an example (accepting/declining an invitation)

The teacher will give the sudents a "fill the gap" exercise to test what they already know about the functional language of accepting/declining an invitation. In this exercise students will have to fill the gaps with the words (Thank you. We'd love to..., Let's meet at... for accepting the invitation) in the box and (I'm sorry. We can't..., Would you like to..., We're going to....for declining the invitation). The students will peer-check the answers and then we will do WCFB. The teacher will write/project the exercise on the whiteboard and students will stick the right answer in the gaps on the WB.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher will ask: - How do you say that you would like to come? Thank you. We'd love to... - How do you say when you are going? Let's meet at... - What do you say if you can't go? I'm sorry. We can't... - ... If necessary I will drill these phrases...

Productive Task(s) (5-10 minutes) • To provide an opportunity to practice target productive skills

Now, I will give you a paper. You will write an email to another pair to say yes or no to the invitation. I will put them in pairs, 1-2, and do ICQs: - Are you going to work alone? The students will work in pair, they will reply to an email by accepingt/declining another pair's invitation. The teacher will walk around and check, I will note the errors to do delayed error correction.

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

After the writing exercise we will do feedback and error correction, we will talk about the difficulties they had with the exercises. The teacher will write the most common errors on the whiteboard.

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