Iulia Iulia

TP8 LP Iulia Babitski
Upper Intermediate (C1) level


In this lesson, students will be supported in learning about and writing an informal email to a friend, in which they will invite the friend to visit them. Students will collaborate by checking each other's work against a checklist.


Main Aims

  • Aim: To introduce and provide practice of writing a short email (55-65 words) inviting friends (in another country) to visit you

Subsidiary Aims

  • To provide fluency through speaking during lead-in activity


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher screen shares the lead-in Jamboard slide and asks the students to anticipate what we will be doing in class today as part of the writing exercise. Teacher elicits the idea that we will be writing an invitation. Instructions: - brainstorm for two minutes in BORs - ask your partner where they want to be when they invite a friend to visit, and what they might do during the visit Teacher monitors BORs and elicits two answers during OCFB.

Exposure - Language Preparation, Content Preparation (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

EMAIL MODEL: Listening for gist: Teacher screen shares the slide with the model invitation email and asks the students to answer one question: what is the main thing I want my friends to see in Kyoto? (Answer: cherry blossoms) Teacher reads the email aloud and elicits the answer to the gist question. MEANING (1) Teacher asks the students to read the email individually, and elicits several more details to check understanding: CCQs: Am I inviting one person or two people? (Two) Are the guests swimming or flying to Japan? (Flying) Are the cherry blossoms going to be there for one week or one month? (One week) (2) Teacher screen shares Jamboard slide 4, and elicits answers to the matching exercise. This activity is completed as a class. Teacher asks CCQs to check understanding of "book a flight / book time off from work", "disappointed" and "can't wait to see you". CCQs: Is "book" in book a flight a noun or a verb? (Verb) When we book a flight, do we write the flight number in a book, or do we buy a plane ticket? (Plane ticket) When you are disappointed, is that when you thought something would be great and it turns out to be great? (No, it turns out not to be great.) When you can't wait to see your friend, does that mean you have no time to see the friend? (No) Does it mean that you want the friend to come as soon as possible? (Yes) APPROPRIACY: Teacher screen shares slide 5 of the Jamboard and elicits which statements are informal (green) and which are formal (blue). Teacher asks the students to work individually for one minute to match the informal statement numbers with the more formal version designated by letters. Teacher asks the students to write their answers on a piece of paper. ICQ: Are you working individually or in pairs? (Individually) Teacher inserts the answers into the jamboard slide and asks the students to check their answers. Teacher asks whether any students have questions about the answer key. FORM: Teacher screen shares slide 6 of the Jamboard, and elicits from students the colour of the heading, greeting, signature, subject, date and body of the email.

Productive Task - Writing an Email to Invite a Friend; Checking your Partner's Email (18-20 minutes) • To provide an opportunity to practice target productive skills - writing

Teacher screen shares Slides document with the writing exercise. Teacher lets students know that they have to find the slide with their name on it, and that the names are in alphabetical order. Students whose names are not on the slides can claim one of the numbered slides by putting their names on them. Teacher lets the students know that they will be working in BORs with partners. Teacher lets students know that they will type an email or insert / email a photo of a hand-written text. The partners will have to use the checklist on the slide to check their partners' work. The students should watch the pink box for comments that might come from the teacher while they are in BORs. Teacher lets students know that they can refer to the example email and to the target language for ideas. Teacher opens BORs and monitors, offering corrections and collecting samples for DEC. Teacher elicits answers in OCFB.

Delayed Error Correction (3-4 minutes) • To provide students with error correction without interrupting their work

Teacher shares some writing samples from the emails written in the slides document and elicits corrections from the students.

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