Andy Andy

Upper Intermediate level


In this lesson, students will learn how to construct an email to request an appointment with someone. Students start off by discussing their preferred mode of communication to make appointments. They will then read an email and collaboratively identify its functional features. Afterwards, students will analyze the structure, formality, as well as some target language used in the email. Finally, students will write their own email, engage in peer review, and receive teacher feedback.


Abc Zoom whiteboard
Abc Online notepad website
Abc Google Slides

Main Aims

  • To provide process and product writing practice of an email in the context of making appointments

Subsidiary Aims

  • To provide deduction reading practice using a text about making an appointment in the context of emails


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shares screen to Google Slides and ask Ss: "Do you prefer to call, text, or email when making appointments with someone? Take 30 seconds to think about this now." Afterwards, T tells Ss: "Now you will go into breakout rooms to discuss this with your partner. You have 2 minutes" T sends Ss to breakout rooms and then monitors them. After 2 minutes, Ss return to the main room and T picks on students to share.

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shares screen to the Google Slides of the reading text. T tells Ss: "First, read this email. I will give you about 1 minute to do it now" After 1 minute, T says: "The numbers on the email show parts of the email that serve a specific function. The functions are on the right, and you have to drag them to the correct numbers. You will work in pairs for this activity. You have 4 minutes to do this" T sends Ss to breakout rooms and monitors. After 4 minutes, Ss return to the main room. T elicits Ss responses for the answers (e.g. "(Student) what did you come up with for #1?") Continue until all of the answers are revealed.

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

T covers structure. T asks Ss: "How many paragraphs are there in the email? What two purposes does paragraph 1 serve?" T continues for the next paragraphs. T moves onto formality. T: "Is this email formal or informal? How do you know?" T covers M and F of the TL T asks CCQs like "Am I signing my name? (no) Am I greeting the other person? (yes)" for each TL to ensure understanding. T elicits form: "What type of word is 'discuss'? What follows it?" T continues to elicit the form for the rest of the TL.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

T shares screen to Google Slides and tell Ss: "You will now write an email requesting an appointment with someone. Before you do that, here are some ideas" T shows Ss some ideas that they can use. T shows the slide with the TL and says: "Here are some phrases that you can use in your email." T shows the checklist slide and explains: "Here is a checklist of all the things you need to include. Let's write an email together" T models how to write an email using the checklist and the TL. T: "You will have 15 minutes to write. You can use Google slides/doc, your own email, or this notepad website that I will send. You have to type it because later you will share this with your partner in breakout rooms" T monitors

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

T tells Ss: "You will now go into breakout rooms and check each other's writing. Choose one person to go first and that person will share their screen. The other person will give feedback and suggestions for change. Afterwards, you will switch" T models this for Ss. T: "You will have 7 minutes to do this" T sends Ss to breakout rooms and monitors. After 7 minutes, Ss return to the main room for brief discussion. T provides DEC feedback.

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