Ghada Khaled Ghada Khaled



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Main Aims

  • To provide process writing practice of a email in the context of problems with an order

Subsidiary Aims

  • To provide detailed reading practice using a text about emails in the context of online shopping


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

1) Display a picture and elicit "online shopping" by asking them "what does this picture refer to?" 2) Display another picture for "Jumia" and "Souq" then tell them that "last week, I bought some plates and cups online; when I received them, I found that one of the plates was broken. I sent the company an email to complain and they replied by telling me that they will send me another one" 3) Ask them to discuss in pairs "Have you ever bought something online?" why? 4) Listen to their answers.

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

1) Display a picture for a happy boy and elicit the word "delighted" by asking them for a synonym for the word "happy". Highlight the form on the board. 2) Display a picture for a "reader" ask them "what is this?" Highlight the form on the board. 3) I ordered pizza and I received it "at once" .. elicit "immediately" by asking what another word for "at once"? ask CCQs: was the delivery man late? no did it take a lot of time to get the order? no Highlight the form on the board. 4) elicit the word "in stock" by the definition "the book that I was searching for is available in the stores, so it is ......" Highlight the form on the board. 5) Set the context: Mr. Cottrell ( a customer) has ordered an e-book reader online from a web site; Charlotte Lazarro is the customer service assistant; there was a problem in the order. 6) Set the task: Divide them into two groups and give each team a pile of emails (HO #1) Read 5 emails that they sent each other and put them in order. 7) Ask ICQs: * How many emails are you reading? 5 * Are they in order? no * Are all the emails written by one person? no 8) Demonstrate the first one with them to make sure they all answered correctly. 9) Monitor to make sure they are on task. 10) Give feedback by giving them HO #2

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

1) Set the task: Hold HO #3 up and tell them that there are 9 less formal verbs; match them with the formal verbs in the emails. 2) Ask ICQs: Are you searching for formal verbs? yes Are you using the emails? yes How many verbs are you searching for? 9 3) Demonstrate the first one with them and make sure that they all answered correctly. 4) Monitor to make sure they are on task and help. 5) Ask them to check their answers in pairs. 6) Give o/c feedback by nominating some students to tell the answer. 7) Ask them to underline any phrases that request something or give instructions to do something. 8) Ask ICQs: What phrases are you underlining? requests or instructions. 9) Monitor to make sure they are on task. 10) Ask them to check in pairs. 11) Give o/c feedback by nominating students to say the phrases. 12) Highlight the final format on the board: Dear Sir or Madam, Mr./Mrs. + last name, I would like to ........ I would be delighted to ...... + formal verbs (base form) Please ..... Could you please ...... Yours sincerely, Best regards, First name + last name Job title

Writing Task (15 minutes) • To provide an opportunity to practice target productive skills

1) Ask them to write an email as a customer for an online company to complain about an order that you received late and with less quality. 2) Monitor and make sure they are on task and help. 3) Ask them to fold their emails; then collect the papers and ask each one to choose one randomly; then write a reply email as a customer service agent. 4) Monitor and take notes. 5) Ask them to mingle and find the reply for their emails. 6) Write on the board some sentences from what they wrote and ask them to correct the mistakes.

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