Genevieve Genevieve

Upper-intermediate level


In this lesson students learn useful language, structure and rules of formality when writing emails to friends.


No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a email in the context of invitation to visit

Subsidiary Aims

  • To provide clarification of language used for apologizing, requesting, suggesting, greeting, expressing affection


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

Class opens with a jamboard exercise Students are asked to think of where they would move to if they were required to move to another continent. Why would they move to such a location? What would be the pros and cons of living there? Is there anything they would particularly miss about where they live now? Students share their answers via jamboard - OCFB

Exposure (3-4 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students are given one minute for a gist reading of a sample email invitation. Students are asked to decide the relationship between the author of the email and the recipient. ICQ: how long do you have to read this email? OCFB CCQ: What about the way this email is written tells you they are close? How do we know they are friends and/or relatives? Is this how you would invite your friend to visit you?

Useful Language (12-15 minutes) • To highlight and clarify useful language for coming productive tasks

Students are asked to identify each section (greeting, introduction, body, closing) Sentence by sentence, function of the bold phrases (target language) is elicited. In tandem with function, alternative phrasing according to appropriacy is elicited. Grammar features are elicited for each item of target language, patterns are established and alternative phrasing using these patterns is elicited. Pronunciation is drilled once sentence stress is elicited/identified.

Productive Task(s) (10-14 minutes) • To provide an opportunity to practice target productive skills

Students are given 3 minutes to consider the who, what and where of their email. Who are you inviting to visit? How do you know each other? Where are you inviting them to visit? What would you like them to know about your new home country/culture? Students are then given 8 minutes to write the email, inviting a friend to visit them abroad, instructed to include as much of the target language as possible and make any alterations necessary. Students are instructed to include a greeting, introduction, body (who what where, invitation/request) and closing.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Students "publish" their emails with one another Students are sent to breakout rooms where they are instructed to exchange emails. Once they have received and read one another's emails, they should then check each others emails for the features listed on the checklist. Share feedback with one another. OCFB DEC

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