Juan Juan

Copy of Speaking and Reading
Pre-Intermediate level


In this lesson SS will practice oral fluency and reading in the context of formal and informal e-mails.


Abc Page 14-15 from Pearson,Life Style Pre-Intermediate Students' Book
Abc Page 14-15 from Pearson,Life Style Pre-Intermediate Students' Book

Main Aims

  • To provide fluency speaking practice in a dicussion in the context of formal and informal e-mails.

Subsidiary Aims

  • To provide scan reading practice using a text about greeting and ending an e-mail.


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

-Use PPT to show SS these questions; First ask one S then ask them to discuss these questions in pairs. -Give 3 minutes Do you have an e-mail account?Do you have an email account? For what purposes we are using our emails? How often do you check your email? Approximately how many emails are in your inbox right now? -Before eliciting the answer, give your answers to the questions.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading

-Ask SS to read the e-mails quickly and decide which are most urgent. -Show the e-mails on worksheet. -SS will work alone and if there unknown words suggest them to underline them and try to guess the meaning. -Give them 2 minutes. ICQs: Do I want you to answer all of the questions? Yes Are you working in a group? No,alone. Do you have 2 minutes for this? No,3 minutes. -Ask SS to compare their ideas with their partners. -Then make a class feedback.Ask them why they answer like this. -Do not explain the abbreviations,we will cover this in later exercises. * -Ask them is they find any new words and write them on the board. -Try to elicit the meaning or try to give examples about to make them guess. -Then repeat and drill the words. -Ask CCQs about those words; What is the meaning of ______? Where can we use word? * -Ask SS to match the ending in second activity with the e-mails in first activity individually. -Give 3 minutes. ICQs: Do I want you to work in pairs? No,alone How many minutes do you have for this activity? 3 minutes What are you going to do in this activity? Match the endings with e-mails. -Before WC feedback ask SS to compare their answers with their partners. -Elicit he answers and correct the mistakes. * -Ask SS to work in pairs and answer the questions. -Show the questions with PPT. -Give 3 minutes. ICQs: What will you do? Answer the questions How much time do you have?2 minutes Do I want you to work individually?No,in pairs -Ask them to check their answers with another partner. -Then elicit feedback.

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

-Show the e-mails in first activity and asks SS to find abbreviations. -Show the first example yourself. -Ask them which one they know and help them to guess the others. -Give them the answers and ask them to find out what they mean. CCQs: When can we use these? How can we use them? -Elicit their answers. * -Ask SS to match the phrases to their meanings. -Then ask them to find and underline them in the emails in first two activities. -SS will work alone. -Give 2 minutes ICQs: Do you have 5 minutes? No 2 minutes Are you going to work in pairs?No,alone. -Give them the hard copy of the e-mails and this activity.Also stick them on board. -Elicit the answers and check as WC. * -Ask them to fill the gaps with one of the phrases in the previous activity. -Show the activity on the board. -Make them pairs and give them 3 minutes for this. ICQs: How much time do you have? 3 minutes Do I want you to work alone? No in pairs. Are you going to fill the gaps?Yes -Ask them to check their answers with their partners then make WC feedback.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

-Ask SS to look at the e-mail in pairs in the first activities and ask; Which two are more formal? How do you know? -Elicit the answers. 5/D and 6/E * -Ask them to look at exercise 11 on the page 15. -Ask them to discuss the questions in groups but do the first one as WC. -Give 3 minutes. Questions: When do we use the titles; Mrs,Mr,Ms or Dr in English? Look at the closing on the board.Which ones are suitable for an e-mail to a.... A- professional contact you don't know well? B- friend or colleague you know well? -Show the File 9 from page 141 to find out how British and American speakers start and end emails. -Get feedback and check them as WC. * -Ask SS to work in pairs and decide on greeting and closing for the situations. -Give them 3 minutes. -Ask them to read the situations in the exercise 12 and discuss with their partners. -Discuss their answers as WC and ask other SS whether they agree or not.Then give the answers as a hard copy from teacher's book.

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

-Note SS' mistakes and errors while they are speaking in the lesson. -Make delayed error correction as WC. -Try to elicit the correct ones from SS.

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