David Valencia David Valencia



Abc Krantz and Roberts, Oxford University Press (2016) Navigate Coursebook B2.

Main Aims

  • • By the end of this lesson learners will have practiced production writing, writing an informal email to a friend and inviting him/her to their own country.

Subsidiary Aims

  • To enhance peer and self correction during at least 3 stages of the lesson
  • • To enable learners to practice MFA of new lexical items from the text.
  • • To provide reading for gist practice using a modeled Email.


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

• T asks the learners to predict the topic of the lesson based on a picture. Ask CCQs to elicit data What is the format in the picture? Has it been hand-written? • T asks, HOW OFTEN DO YOU WRITE EMAILS? DO YOU EVER WRITE EMAILS IN ENGLISH?? •T asks learners to discuss the question in pairs for a couple of minutes. • T monitors. • T asks learners to socialize some ideas. • T conducts OCFB.

Exposure, gist and layout (5-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

-T exposes learners to an Email written to a friend - T carries out a gist activity to determine if the email is either formal or informal -T DEMOs the task - Learners answer as a group and give some reasons supporting their answers. LAYOUT The teacher asks learners to read more carefully and select the correct stage (name of the paragraph) for each paragraph E.g. salutation... The teacher provides a link to Jamboard and learners match the headers with the paragraph - Teacher gives learners a minute to peer-check - Teacher conducts feedback -After reading, T allows learners to ask questions about the text and clarifies doubts.

Useful Language (5-5 minutes) • To highlight and clarify useful language for coming productive tasks

MEANING Learners will use a guided discovery task in which they will have the target language: We haven't been in touch for such a long time. I'm hoping we can get together soon to catch up. I’m looking forward to hearing from you! And the definition for each item: To be in touch: to often speak to someone or write to them To catch up: to learn and discuss the newest facts about something To look forward to: to feel excited about sth that is going to happen. They will need to match the item with its definition. T gives them some time to peer-check and to come up with any possible synonyms for each item: To be in touch: to be in contact To catch up: to update To look forward to: to want/desire APPROPRIACY With the meaning clarified, T asks learners for the appropriacy of each item which will be done orally since all of the TL items are informal FORM T displays the target language and context and asks learners for the correct type of word to which each item corresponds: We haven't been in touch for such a long time: Complete expression that uses a verb a preposition and a noun I'm hoping we can get together soon to catch up: Phrasal verb I’m looking forward to hearing from you! Phrasal verb The phrasal verbs go between the subject and the object of the sentences. However, some phrasal verbs can be separated and use the object between the main verb and the particle.

Productive Task(s) (20-20 minutes) • To provide an opportunity to practice target productive skills

T tells learners the activity that will be carried out: WRITE AN EMAIL TO A FRIEND WHO LIVES ABROAD INVITING HIM OR HER TO YOUR COUNTRY (40-7O WORDS) INCLUDE THE LAYOUT (PARTS) MENTIONED IN THE EXAMPLE TRY TO USE SOME OF THE EXPRESSIONS THAT WE LEARNT T gives learners a maximum of 15 minutes to carry out the task.

Feedback and Error Correction (5-5 minutes) • To provide feedback on students' production and use of language

The teacher provides a checklist with different points that learners will need to consider their work: Did you separate the Email into paragraphs? Did you use all of the stages mentioned? (Salutation with your friend’s name, ask him/her questions to show interest, describe what you’ve done lately, invite your friend, thank him/her and say goodbye) Did you use correct punctuation? (Commas, full stop symbols) Did you use correct spelling? (capital letters) Then, The teacher encourages the students to work together and to peer-check using the highlighted points in the checklist While the previous stage (peer-check task) is being done, T goes around the break-out rooms and picks up incorrect language that learners are using. When learners finish their corrections they go back to the main room. T displays some of the sentences that learners used and carries out OCFB -During the Content and Language Feedback stage T asks learners to identify the mistakes they committed and to correct them themselves. T prompts learners to correct the mistakes and guides them when necessary. T selects some correct sentences that they used to avoid demotivation. T praises them for their participation and hard work.

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