TP8 Silvia Vargas
By the end of the lesson students will have practiced writing a short email inviting friends (in another country) to visit them.
By the end of the lessons the students will have learned the different components of an email.
Procedure (36-47 minutes)
The teacher shows two questions on a slide: - Do you write emails? - Who do you write them to? - Is your writing formal or informal when you write emails? Instructions: You have one minute to think about your answers. The teacher asks a few students to share their ideas with the class.
Sample analysis A - CONTENT AND LAYOUT ACTIVITY 1 - 4 minutes Aim to introduce students to the text type (email) they will produce later in the lesson and to give them ideas about what they could write. The teacher shares the email with the students, and they read the email and answer questions about it. ( 3 minutes) The teacher shares the answers with the students ( 1 minute) ACTIVITY 2 - Analysis of layout (3 minutes) The teacher shares a slide with the different composing elements of an email. The students match the different sections (A-F) with the corresponding number (1-6) The teacher demoes # 1 and the students are given 1 minute to complete the task. The students share their answers through the chat. The teacher shares the answers with the class. B - LANGUAGE (5 min) Aim: to clarify the language - MFP The teacher clarifies meaning, form, pronunciation and formality by eliciting information from the learners. The teacher will ask questions to discuss other possibilities that learners may use when writing their emails.
The teacher shares a jamboard with different panels where each student will be in control of their own panel. The teacher will provide the students with the model and the students will write their own emails. The teacher explains the task to the students.
The teacher opens breakout rooms (ideally for two students), and each student reads their partner's email and gives them feedback using the checklist. IF there is time, the teacher will share some emails with the whole class.
The teacher conducts OCFB after the freer practise task. The teacher writes on the slide examples of mistakes and asks students to make corrections in pairs.