Jaballa Jaballa

A2 level


In this lesson students will be introduced to how to write a letter to a friend or a colleague using the proper layout to do so


No materials added to this plan yet.

Main Aims

  • To provide process and product writing practice of a Letter in the context of Staying in touch

Subsidiary Aims

  • By the end of the lesson students will review reading for gist as a follow up for the last TP to remember the layout and fallow it in the writing stage


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T greet students T asks students do you remember my last lesson? T chests out the Letter from last lesson and ask students some questions Who wrote this letter ? Who did he write to ? Can you remember anything about the letter? T elicits answers and guess from the students

Useful Language (1-2 minutes) • To highlight and clarify useful language for coming productive tasks

Quickly review vocabulary items from last TO Colleague Commute Catch a train

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

T puts the Letter from face2face pre-intermediate workbook p64 on the OHP T asks students 1- Is this a letter or an Email ? Letter 2 - Do we write an address in emails ? No 3- Is this a formal letter or informal letter ? informal 4- How do English people write letters? Is there a way to write letters in English no emails T asks SS to talk in pairs / groups how do we write letters in English T elicits/guide/point out on the OHP T elicits the ways/way to write a letter quickly before we go to he Help with writing informal letters exercise T point out the numbers in the letter so they can move to Ex.3 T asks students where is the address and whats the number Teacher chests out HO1 Ex.3 and ask students to match the numbers with the sentences SS check in pairs T check the answers on the WB T switches to Ex.4 using the OHP T asks students look at these sentences ( do we use them in the beginning or at the end of the Letter?) T asks students to write (B) if it's in the beginning or (E) if it's at the end of the letter? SS check in pairs T check answers on the WB by giving markers to students to write them T chests out Ex.4 and asks students ( this is an Email and I want you to put in order). T asks students to go to Ex.4 and asks student put them in order SS check in pairs T check answers

Productive Task(s) (12-16 minutes) • To provide an opportunity to practice target productive skills

T asks students Imagine you moved to another country T asks students to chose a country T point out Ex. 6a on the OHP T give an example for me as a teacher 1- France 2-New work - an english teacher 3- Your new commute - 25 minutes to work 4-New language - french T asks students to do the same thing to put their information for themselves in the table T monitors and check understanding T Asks students to to write a letter using information from Ex.6a T give then a template to help students with writing T monitors CC understanding and provide help when needed T gives time after starting the task to determine how much time they actually need ( this is an important stage I will spend most of the lesson on this but just enough to go to the next stage)

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

After the teacher monitored in the last stage T will ask student to put random numbers on the papers without letting your friend sees it T collect the papers and stick them around the class T asks students to go around reading the letters and underlining if there is any mistakes just underline T gives an example T monitors and underline with students as well Option 1 ask students to correct it and teacher go over them to check the correction Option 2 teacher correct them while students underline some of the mistakes Option 3 asks students to take them home and try to find the mistakes by themselves

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