Liliana Liliana

Writing an email.
Advanced level


In this lesson, students learn about writing an informal email based on a sample email. The lesson starts with a video lead-in where two people talk like they email. This is followed by brief MFPA tasks. Finally, the students work on writing their own email and grade a fellow student’s email.


Abc Google Slides
Abc Zoom BOR

Main Aims

  • To provide product writing practice of a writing a short email (45-50 words) in the context of inviting friends (in another country) to visit.

Subsidiary Aims

  • To provide clarification of difference between formal, neutral, and informal lexis in the context of writing an email.
  • To provide review of the basic anatomy of an email in the context of inviting friends (in another country) to visit.


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

Show a brief video of people talking like they email. Ask CCQs such as: What is going on in this video? They are talking like they email. Is it formal or informal? formal Why? because they are not close friends.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher provides a brief diagram of the anatomy of an email and elicits students to describe the individual parts. Students meet in a BOR to put the parts of an email in order. Teacher introduces two phrases: Would you like to see the ocean? Do you like the forest? We could go on a hike! Teacher uses the same phrases for students to identify the stress and drill pronunciation.

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

Students work individually to write out an email. Teacher provides students with a check list to use. Students are put into BORs to exchange emails and use the check list on their partners email.

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

Students share 2-3 suggestions from their emails. Teacher either uses these suggestions for feedback or provides other examples that were written down during monitoring using CCQs to encourage peer-checking. Such as: Which is more correct? The student says which of the two sentences are correct. What makes this sentence less correct? The student states what is wrong in the sentence. DEC to review general good language and language with error.

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