John John

tp 7 writing
Pre-intermediate level


In this lesson, students explore procedures and vocabularies employed when replying to an invitation. A lesson that seeks to equip students with the skills and vocabularies to reply to an invitation in an appropriate and effective manner.


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Main Aims

  • To introduce and provide practice of writing a reply to an invitation.

Subsidiary Aims

  • To introduce and clarify common language style used to reply to an invitation so as to accept or reject the said invitation in an appropriate and effective manner.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

-After starting the 45-minute timer. -Say good morning. -Open G. Slide 1 -The next step is asking the students how they would like a rejection or acceptance letter to an invitation they sent to sound - Ask what must be present in a letter? Elicit possible answers. (1.Is there a greeting? 2. Is there a purpose statement? 3. Do you accept or reject their invitation? 4. Did you include a closing statement?)

Text Analysis (10-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

-Using G. slide 2-3 as the model, Ss will read silently and look for useful phrases and format of replying. 2-3 mins. -G. Slide 4 shows extracted useful phrases from previous models. -Dear, HI, ____________ That sounds great! I’m afraid I won’t be able to come. I hope to see you soon Really looking forward to seeing you. All the best. What a shame!" a) Dear: Formal introduction to a letter, email, etc. b)Hi: Informal " " . c) That sounds great: Used to demonstrate excitement and joy. d) I'm afraid.... (Does not mean scared, it's a way of gently delivering bad news. e and f) Speaking of the future, soon can be supplicated with another adverb (later, tomorrow) g) Future: used at the end of a formal letter to say you hope to hear from or see someone soon, or that you expect something from them: h) Hoping that everything in their life is going well. d) What a shame! Disappointment. -G Slide 5 Practice together to use some of the phrases to reply to this short message.

Writing their own replies to invitations (12-12 minutes) • To practice using useful language to write a reply to an invitation

- G. Slide 6 - Give Ss their numbers, tell them to write them down and then scroll down to their number and write their name, skip a line and begin writing both replies. -The next stage is an engaging activity, where students will be assigned a list of imagined invitations. Students will be asked to choose two invitations from the list. One of the chosen invitation will be an acceptance reply while the other will be a rejection reply. - The students were provided with a list of applicable phrases that they can use to write the replies. - Students will be taught that when replying to these invitations, specific models must be employed; Opening statement that introduces the reader to the content of the sent invitation. This is followed by a purpose statement to indicate whether they accept or reject the earlier invitation. A closing statement will then follow and finally a sign-off. - The guideline will dictate how replies to the invitations are constructed. -Open G. Slide 6 Choose one of these to write an acceptance letter to, and one a refusal. Use some of the useful language. Ask yourself these questions as you write: 1.Is there a greeting? 2. Is there a purpose statement? 3. Do you accept or reject their invitation? 4. Did you include a closing statement? -Open Google docs and have students write their 2 replies. - T monitors Ss and takes notes for ccq and error correction.

Publishing (12-12 minutes) • Ss into B. groups to share, read (silently) and discuss their replies.

After completing the writing task on G. Docs, some errors can be addressed, misuse of useful phrases, or missing a key component of the form. -Ss will now be put into groups of 2-3 and asked to read each others replies silently and note anything you like or would do differently. -T takes notes of any errors.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

-Go over a few good/bad examples from the Ss writings. taken from notes when observing. Checklist: 1. Is there a greeting? 2. Is there a purpose statement? 3. Do you accept or reject their invitation? 4. Did you include a closing statement? - OCFB & DEC of common mistakes noticed during writing practice & peer-correction (~3-4 mins) on whiteboard

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