Jonathan Aponte Jonathan Aponte

TP6 - LP - Jon Aponte
Pre-Intermediate level


In this lesson, the students will be able to produce a written text in the form of an email to a friend describing an event that occurred in the past.


Abc Padlet
Abc Email to Manager Worksheet - Answer Sheet
Abc Email to Manager - Worksheet
Abc Zoom Platform
Abc Power Point Slides

Main Aims

  • Students will produce an email message describing an event to a friend using time sequencers.

Subsidiary Aims

  • Students will apply the simple past and past progressive tenses when composing an email to a friend describing an event in the past.


Warmer/Lead-in (2-4 minutes) • To engage Ss and activate their schemata and set the context of the class.

The T presents the Ss with a picture of three boys - two are bullies and the third boy is the victim. The T instructs the Ss to take ninety seconds to study carefully the picture and craft a response to the questions on the slide, "What happened? Briefly explain what happened between the boys and incorporate the the following information into your answers, 'Who,' 'What,' 'When,' and 'Where.' Ss articulate their answers to the class.

Reading for Gist (2-5 minutes) • To provide the Ss with initial familiarity of the practice text.

The T tells the Ss to take about two minutes to read the email/text for gist in order to see how it is organized and to get an idea of what it is about. The Ss will then have about two minutes to arrange the pictures in the following slide into sequential order as it happened in the email/text. Each picture has a time sequencer to aid tin the endeavor. The T tells the Ss which pictures come first and last. "What clues tell you these pictures come first and last?" (At first & In the end). T introduces time sequencers with this brief conversation and nominates Ss to provide the answers to the rest of the sequential order.

Layout and Formulaic Language (8-10 minutes) • To identify and analyze the layout and language used in the body of the email/text.

The T presents a slide that shows two tables, one shows how a verb is conjugated in the past simple and past continuous tenses. The second table show the time sequencers used in the text. The T shows a timeline to further explain the past simple and past continuous tenses. The T introduces the parts of the email with a brief exercise the Ss will do on their own. The text for the exercise is the same one they looked at for the gist exercise. The exercise asks the Ss to select which color represents a particular aspect of an email, i.e. greeting, body, closing, etc. The second part of the exercise asks, "What clues in this email lets you know that it is an informal message?" Answer: greeting, closing, and end greeting. The T gathers answers from the Ss. The T shows a slide that explains how to write a proper email by showing the parts that encompass an email. The slide should help the Ss when they undertake the free writing exercise towards the end of the class.

Guided Practice Activity (8-10 minutes) • Students will practice the layout and language conventions previously seen in the previous text.

The Ss work on a guided discovery worksheet that asks them to complete a few tasks on a new email text. Ss will work in pairs in the breakout rooms. Ss will arrange the paragraphs in the email in the correct sequential order. Ss will fill in the gaps in the email using the appropriate form of the verbs found below the text. Ss will then find three time sequencers located in the text. Ss will answer the final question to get their opinion on the formality of the text. The link to the worksheet is found below. The link to the worksheet's answer sheet is found below. The T and the Ss will go over the worksheet together as a class. The T nominates Ss to provide answers, if there are not any volunteers.

Free Practice Activity (8-10 minutes) • Students will produce a similar written text based on the samples

Ss will write an email telling a friend about a recent event that went wrong. Ss will apply the past simple and past continuous tenses, time sequencers, and proper email writing conventions discussed during this lesson (greeting, body, closing, etc.). The T will monitor as best he can using another online, technological platform, Padlet.

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

T elicits/nominates Ss to share their written texts with a partner (or the rest of the class). Ss will evaluate each others' texts using a simple rubric. The rubric will serve more like a checklist to see if the S used any of the concepts discussed during the lesson. The rubric will not serve or provide a judgmental critique of the writing. The link to the rubric is found below. The T will provide corrective feedback based on the language used in the writing.

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