Tansica S Tansica S

TP8: Writing
Pre-Intermediate level


In this lesson, students will practice writing a (short) email to a friend giving advice


Main Aims

  • To provide writing practice in the form of an email, in the context of giving recommendations to a friend on things to do when visiting the writer's country

Subsidiary Aims

  • To provide students practice in correcting and giving feedback on each other's writings
  • To provide gist reading practice using a text about things to do when visiting Los Angeles in the context of organization and identifying an email structure


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

T to ask Ss, "What are some activities/food/drinks you would or would not recommend a visitor do when visiting your country?" T will give an example to set the context. T to elicit from new Ss where they are from. This will help T create diverse breakout rooms later on. Ss are to respond in the chatbox.

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

T to share a Jamboard with a model text out of order on the right side and colored text indicating the structure on the left. T to instruct: Ss have two tasks: FIRST, they must unscramble the email into what they think is the correct order. THEN they must match the labels to the correct paragraph. T will model the first exercise by eliciting: Q. What is the first thing you do when you write an email? A: Write the title/subject of the email (T moves the subject line label to the top) Q: Which part of the text do you think is the subject line? A: "Advice when visiting Los Angeles" Then Ss are to complete the rest of the activity. T to check when they are done. CCQ - Is this email formal or informal? INFORMAL - What are some features that indicate it is INFORMAL? The contractions, the shift from Los Angeles to LA, the lack of formal signature at the end - Do you have any questions about the structure of this email? (Ex. for the body, there really is no structure. T to clarify that Ss can write as they wish and put the "advice on things to do before" or after the "advice on things not to do")

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

SLIDE ONE: HOW TO SAY T shows a list of useful languages and asks Ss if there is anything on this list they are unfamiliar with. If Ss aren't familiar, T will clarify. If Ss are familiar, T will ask if there are any other languages they use when they recommend activities or food to other people? CCQ - What were the modal verbs we learned last week that would be helpful when giving advice? Should and Must -Which modal verb do you use for a piece of strong advice and which one for a piece of weak advice? STRONG: must WEAK: should SLIDE TWO: POSITIVE/NEGATIVE VOCABULARIES T will elicit from Ss positive and negative vocabularies to describe places: +: incredible, must-see, wonderful, beautiful, can't miss it -: tourist traps, not worth it, horrible, terrible, crowded, overpriced SLIDE THREE: THINGS TO DO (If time permits) T will help Ss brainstorm things they can write about before the productive task by eliciting other activities.

Productive Task(s) (12-14 minutes) • To provide an opportunity to practice target productive skills

T to give Ss 12-14 minutes to write a 100-250 word email to a friend. In the email, Ss should give the friend recommendations and advice on things to do, and things to avoid when visiting your country or city.

Publishing (10-12 minutes) • to provide students the opportunity to share and practice correcting each other writings

T will put Ss in groups of three and have them share their writing and give each other feedback. T will try to group Ss from different countries together to ensure a variety of materials is being shared. T to monitor during this stage.

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

Ss volunteer or T nominates a S's written work to review with the class. T comment first on content. T correct grammar/form as necessary

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