Heather Heather

TP6
Pre-Intermediate level

Description

In this lesson, students practice their writing skills as they write an email inviting friends to come to their party. Students then read and respond to each other's emails.

Materials

Abc Writing an Invitation Reference
Abc p. 37 in New Cutting Edge Pre-Intermediate Teacher's Book
Abc p.40 in New Cutting Edge Pre-Intermediate
Abc Invitation Ordering Activity
Abc TP6 PowerPoint

Main Aims

  • To provide practice with writing emails in the context of a party invitation.

Subsidiary Aims

  • To clarify functional language students can use when writing invitations
  • Students practice reading for gist in the context of emailed invitations.

Procedure

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

T shows picture of wedding and elicits context from Ss. T asks Ss to give a thumbs up if they have been to a wedding. T nominates one or 2 Ss to share about their experience.

Exposure- Reading (6-8 minutes) • To provide a model of production expected in coming tasks through reading and to provide reading for gist and analysis of textual organization

T instructs Ss to read the email invitation for gist and decide what it is about. T gives them 1 minute. Ss check answers in zoom private chat and then share answers with class. T elicits correct answer and asks Ss where they found the main idea of the email. Ss work in breakout rooms to order the elements of the invitation. T gives them 4 minutes. T shows document on share screen and does demo of the first section (greeting). T monitors rooms and helps as needed. T elicits answers from Ss and shows answers on screen.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

T highlights useful language in the text and Ss do Google Forms activity in breakout rooms on meaning. T monitors and assists as needed. T shows slide with CCQ's and timeline:If I let someone know in advance, do I tell them about the event before or after it happens? (before). T has Ss guess what goes where on timeline: If I let you know, do I give you information? Is this information important and relevant to you? T shows timeline and elicits order of events. When Marianne lets her Sofie know in advance, is she inviting her to come? (yes). T shows slide on form and elicits answers from Ss: When do actually and anyway come in the sentence? (Beginning) What comes after about? Another wedding Part of speech? (Noun) Where does to let you know in advance come in a sentence? (At the end) What comes after just let me know when? Your train gets in Part of speech? (noun + present tense verb) We’d love to see you! And I really hope you can come! are… exclamations!

Productive Task (20-25 minutes) • To provide an opportunity to practice target productive skills

T has Ss share ideas of events they might invite friends or family to attend. They can be real or imaginary. T writes list on shared Google slides. T instructs Ss to go to individual breakout room and Google Doc and type an email using the structure and useful language on the slide. Ss will have 8 minutes for first draft. Ss write go to their breakout room and document and write. T monitors Google Docs and breakout rooms. T asks Ss if need vocabulary or other help in rooms. T encourages good work and may correct some language errors. T highlights key language points/areas of revision and gives them space to ask questions. T sends Ss back to breakout rooms 3 minutes to revise their invitations. T gives each S the link to another S's Google Doc- Ss read and respond to each other's invitations for 5 minutes. T monitors writing and takes notes for feedback and DEC.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

T asks learners' questions based on their writing so that they can share with the class. T shares slide with correct and incorrect pieces of language and has Ss identify which are correct or incorrect and correct/reformulate language.

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