To provide practice with writing emails in the context of a party invitation.
To clarify functional language students can use when writing invitations
Students practice reading for gist in the context of emailed invitations.
Procedure (40-51 minutes)
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.
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.
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!
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.
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.