Alshaimaa Mamdouh Mahmoud Husain Alshaimaa Mamdouh Mahmoud Husain

Writing an email.
Pre-Intermediate. level


In this writing lesson, I will be teaching student how to write an email in a context of sports. As a warm up, students will be shown a picture and asked to discuss a related question. Then they will be asked to rearrange three strips of paper which will form a sample of an email. After that I will be eliciting the three stages of writing an email which are introduction, body, and conclusion. At the end students will be writing an email and given feedback.


Main Aims

  • To provide
  • By the end of this lesson students will have developed their writing skills in a context of sports.

Subsidiary Aims

  • Students will have practiced writing an email.


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

1-Teacher asks students to look at a picture about sports and discuss a question in pairs in 2 minutes.(What is your favorite sport?). 2-Teacher asks ICQs: Will you discuss the question alone? (no, with a partner.)/ How much time do you have? (2 minutes.). 3-Teacher elicits some of their answers.(What did student B tell you student A?). 4-Teacher gives feedback.(All related answers are accepted).

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

1-T asks Ss to rearrange 3 strips of paper which they will be given individually in 3 min. 2-T .asks ICQs : How many strips of paper should you rearrange? (3). / Will you work with a partner? (no, alone). 3-T gives Ss the handouts. 4-Ss peer check for 1 min. 5-T elicits some answers. 6-T gives feedback by showing answers on PPPT.

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

1- T sets the context by presenting an email sample on PPPT. 2-T elicits the steps of writing an email by asking Ss to observe and answer some questions. 3- What does the sender start the email with? T elicits and illustrates the introduction part. 4- Does he write the email for the first time or write back to the recipient? T elicits and shows Ss the difference in each case. 5- How many paragraphs does the sender write?/ How many ideas are there in each paragraph? T elicits that there should be one paragraph for each idea and that is the body part. 6- Which grammar tense is used? T elicits the form and explains that present simple is used to talk about everyday activities such as sports. 7- How does he end the email? T elicits and shows the final step. 8- T makes sure that Ss will have managed the steps of writing an email.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

1- T asks Ss to write an email about their favorite sports small groups in 10 min. 2-T asks ICQs: What will you write about? (favorite sports) / Will you work in pairs? (no, in groups). 3-T monitors to help and see if Ss needed more time. 4-T asks groups to check. 5-T checks answers by asking each group to choose one to read what they have written. 6-T monitors to note any problem for feedback.

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

1-T writes some of the sentences that are good examples of language use along with inaccurate language use. 2-T asks Ss to work in groups to decide which sentences are good, which are bad and try to correct them in 3 min. 3-T gives feedback by confirming the the correct answer and drills if there were any pronunciation errors.

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