Ekaterina Zimakova Ekaterina Zimakova

Elementary level


In this lesson students will be presented with the model example of informal email, analyse and clarify the features, practise structure and, finally, write an informal email.


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Main Aims

  • To provide process and product writing practice of an informal email in the context of having holidays

Subsidiary Aims

  • To provide gist reading practice using an email. To provide clarification and practice of informal language for writing an email


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

T presents Slide 1 and elicits the meaning of 'email'. Asks CCQs: do we need a pen, pencil and some paper? no Do we write or type? type Do we use the Internet or a post to send? the Internet. Ss are asked to work in groups to ask each other: 'When was the last time you wrote an email? Who was it? What was the situation? How many emails do you write?' Can we write to the boss or friends/family? T asks ss to discuss these questions with their partners in the breakout rooms for 2 minutes. Slide 2. Ss are exposed to the authentic email and asked to read individually. T elicits from the Ss that this is an email. CCQs: is it written by hand? no Is there a postal address? no Is there an email address? yes

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss look at Slides 2-3 and do after reading activity - they choose T/F for five statements from the email. T asks CCQ's: Who is Yuko sending a message to? To a friend? To her workplace? To a friend. Is the language in this email informal or formal? Informal T elicits the topic 'telling a friend about holidays experience'. Slide 4. T presents the 1st task and provide a link to a jamboard. Ss work together, arranging the text in order. OCFD Slide 5 T provide the structure of an email t and cue Ss to the email structure/stages. T elicits the aim of each stage, asking CCQs: Give me an axample of Greeting! What's the aim of Intro..etc.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Slides 6-7. T provide Ss with a list of phrases and vocabulary they need in order to write an informal email. Gives some examples and nominates Ss in order to give some examples and extra phrases to check if they understand the language. All together cover MFA and pronunciation, if time allows.

Productive Task Controlled (3-4 minutes) • To provide an opportunity to practice target productive skills

T sent a link to google.form for Ss to work individually. They check with partners using chat box in Zoom. T provides FB, showing the right structure for Ss and asks them CCQs what they need to include in their own email in the next stage.

Productive Task Freer (11-12 minutes) • To further practice writing an informal structured email

T gives the following instructions to the Ss in Slide 10.'You're going to create your own informal email by using the phrases you learnt. Remember the order of each part. The mail must have at least 45 words. You'll have 14 minutes to write your email'. T shares the link to Google slides with Ss's name on different Slides. Ss are given a screen short of the structure of writing to follow. ICQs: What are we going to do now? We are going to write an informal email on Google Docs. What topic are we covering? Holidays experience What are we going to use? The phrases and the structure from the lesson How many minutes do we have? 14 minutes. T monitors while Ss working in case they need help during the activity.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

After Ss finished writing their emails, T will instruct them to read email from another peer and check spelling, content, layout. T will provide check-list on Slide 10 - the correct order when writing emails. Ss have 2 minutes in order to read and check. ICQ's: So what are we going to do now? We are going to read one of our peer's emails grade it by using the checklist. How many minutes do you have? 2 minutes. After the grading, ss will be sent to the breakout rooms with their pairs so they can compare their revisions with each other. They will have 3 minutes. ICQ's: What are you going to do now? We are going to compare each other's emails and check what they have written with the checklist. How much time do you have? 3 minutes. T monitors BORs. Ss come back from the BORs for the OCFB.

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