Anna Carrera Anna Carrera

Anna Carrera TP6
Upper Intermediate level


A lesson focused on writing in the context of an email invitation to a friend in another country.


Abc Model Email Text
Abc Content Checklist

Main Aims

  • Students practice writing skills in the context of an email inviting a friend to visit them.

Subsidiary Aims

  • Students practice reading for gist when they content check the writing of their peers.
  • Students review functional language related to expressions for extending an invitation to someone.


Lead-in (3-4 minutes) • To set lesson context and engage students

T tells Ss who she would like to invite for a visit to her city. T asks Ss: Who do you miss seeing? Who would you like to visit you?

Text Analysis (8-10 minutes) • To provide a model of the writing that the students will produce and to highlight useful language

T shares own email invitation to a friend and asks students to read it briefly. What sections of text do you see in the email? What is the purpose of the text in each section/what is it about? What could be an alternative text for each section? - Greeting - Opening paragraph - Main paragraph 1 - Main paragraph 2 - Closing paragraph - Farewell - Signature Do you see any informal language? - most of it is informal: I was thinking, you would have fun, it would be great Do you see any formal language? - no What expressions do I use to give the invitation or support it? - Would you be interested in taking trip. - Would you like to visit me? - It would be great if you could visit. - I would love to see you again. - You can come any time - You are always welcome. What are some alternatives for "would you like to visit me"? - Do you want to...? - Would you be interested in....? - Why don't you....?

Productive Task: Writing (9-11 minutes) • To provide an opportunity to practice writing an invitation email

S individually write their own email invitation to a friend using the structure they explored in the Text Analysis.

Productive Task: Writing - Peer Correction (8-10 minutes) • To allow students to review each other's writing and do peer correction

Ss review their partner's text using the content checklist. Ss exchange feedback with partner about content checklist.

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

T does delayed error correction grammar if needed. Option to do feedback on use of language or formulations.

Web site designed by: Nikue