Lilian Vergara Lilian Vergara

TP7 Writing Lilian Paulina Vergara ORtiz
Pre-interdemediate level


Writing. In this lesson, students will practice their writing skills by writing an informal e-mail to their family about their days in lockdown. They will discuss about how much the lockdown changed their lives to set context, read a model e-mail, identify the organisation and language used in it as well as the register; they will have the chance to write their own e-mails, and give their partners feedback on there work at the end.


Main Aims

  • To introduce and provide practice of writing a short e-mail telling your family what these days (lockdown) have been like.

Subsidiary Aims

  • Learners will have also discovered the MAF of new lexical items. Learners will have also practised their fluency for speaking in the Post-task discussion.


Lead-in (setting the context) (2-3 minutes) • To engage learners and activate their previous knowledge of topic area.

T shares slides with the presentation 
T- teacher displays slides with a question: Did the lockdown change your life a lot? 

Learners share their ideas in the main room. 
T conducts OCFB and writes learners’ ideas on the board.

Presentation through the text (exposure) (4-5 minutes) • To expose learners to the target language

T shares slides with a picture of a girl, Brenda, changing her shoes and asks a question: Meet Brenda, look at her picture. Do you think her life changed a lot in the lockdown? 
T gives link to Google Forms: Giving news! with a sample e-mail from Brenda to her parents. 
Instructions: Focus on Section 1. Brenda wrote an e-mail to her parents. Read her e-mail quickly and answer the question by choosing option A or B. You only have 2 minutes. 
ICQs: Are we reading for much detail or just the main idea? (Main idea) 
Learners read and answer individually. 
Check answers in pairs 
T conducts OCFB T directs SS to section 2 (Let's observe) on Google Forms: Giving news Instructions I: Now, focus on Section 2. Work in pairs. Read the text again and tick the correct column according to what each section refers to. You have 2 minutes. 

ICQs: ‘X’ How much time do you have for this activity? (2 minutes)

 ‘Y’ How will you answer the questions? (by ticking the correct option) 

Learners read and answer in pairs. T conducts OCFB to focus on the the information in each section T shares slides to revise evidence of the answers. T elicits the elicits the purpose of each section by conducting OCFB using the empty template on the next slide.

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive

T directs Ss to section 3 on Google Forms: Giving News! Instructions I: Now, focus on Section 3. Work individually. Read the questions and choose tthe correct option that matches the category. You have 1 minute ICQs: ‘X’ How much time do you have for this activity? (1 minute) T conducts OCFB to focus on Meaning, Appropriacy and Form T shares slides to revise Meaning, Appropriacy and Form Meaning: CCQs: 1. Are we saying ‘hi’ or ‘goodbye’? (Hi)
 2. Are we opening or closing our e-mail? (Opening)
 Are we asking about a person’s progress/situation or for the characteristics of things? (a person’s progress/situation)
 3. Are we complaining for not writing or apologising for not writing? (Apologising)
 4. Are we opening or closing our e-mail? (Closing)
 Are we going to include new information or have we finished giving information? (Finished giving information) 
5. Are we asking for an answer now or an answer in the near future? (Answer in the near future) 
6. Are you saying that you love Brenda or that you are sending your love? (Sending my love) Appropriacy
 CCQs: Are these phrases used to address an unknown person or a person you know well? (A person we know well). So, is this a formal or informal style? (Informal style)) T asks the question,' What kind of information can we include?', and per phrase, he elicits answers from the Ss by matching options to complete the phrases appropriately. T shares slides and scaffolds other possible ways to complete some of the phrases. T elicits the fixed phrases. Form 1. Hello + First name (receiver)/ person/ noun
 Ask CCQ: To refer to an email like this, are we going to write the full name or only the first name? (Only the first name)
Can we replace the name with a noun, e.g. my dear friend, or do we need to change the complete structure? (We can replace it) 2. How + be+ noun/ pronoun?
 Ask CCQ: Is it possible to replace How are things with how are you or do we need to modify the complete structure? (we can replace it) 3. Sorry I haven’t written for+ period of time
 Ask CCQ: Are we referring to the beginning of the event or a period of time? (A period of time)
Can we replace the phrase ‘for some weeks’ with ‘for so long’ or do we need to change the complete structure? (We can replace it) 4. / 5./ 6. Can we modify the phrases or are they fixed? (They are fixed.) Pronunciation is not applicable to this lesson. Nevertheless, it will be considered should there be any mispronunciation matter.

Productive Task (15-20 minutes) • To provide an opportunity to practice target productive skills

T shares link to Jamboard with an empty e-mail template. T directs Ss attention to the task and checklist at the beginning of the presentation to raise awareness of the necessary elements to include in their writings. Instructions: Now, it's your turn to tell your family about your days in the lockdown. Write a short e-mail telling them about this and asking for their news. Work in pairs on one slide of the Jamboard. I'll tell you your team slide. The template will help you with your organisation. You have 10 minutes. T assigns team and slide for Ss to work in BoR. ICQs: 'X' Are you going to choose the slide or will the teacher assign it? (T will assign it) 'Y' How much time do you have to write your e-mail? (only 15 minutes) T monitors and takes Ss back to the main room.

Feedback and Error Correction (7-9 minutes) • To provide feedback on students' production and use of language

T assigns peer work to revise and make comments on. Instructions II: Now, in pairs, read your peers' work and say if they included all the necessary elements in the checklist. You have 2 more minutes. After two minutes, I will have you work with your peer's so that you can tell your partners what you observed in their e-mails. ICQ: 'X' Are you going to read your own e-mail or your peers' e-mail? (Our peers' email) 'Y' After 2 minutes, will you read another e-mail or will you give your feedback to your peers? (we will give our peers feedback) T monitors and takes Ss to their BoR with other partners to give them their feedback (3 minutes) T monitors and takes Ss back to the main room. T conducts OCFB

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