Aleksandra Vorobeva Aleksandra Vorobeva

Writing TP7
Elementary level


In this lesson, students will learn how to write an email to a friend.


Main Aims

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

Subsidiary Aims

  • To provide gist reading practice using a text about personal news and plans in the context of email to a friend
  • To provide clarification of language used for replying to a friendly email and initiating further contact


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1. T greets the students and sends link to Jamboard 2. T says, "Today we're going to learn to write an email" 3. T nominates S to read out questions on Frame 1 and elicits answers 4. T puts Ss' answers on the board and thanks them for their answers

Gist and layout (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. T directs Ss to frame 2 and nominates S to read a question on the sticker 2. T says: "Read the text and answer the question. You have 2 mintutes to read. If you finish earlier, type a + in the chat" 3. T asks ICQs: where is the chat? In zoom when should you type there? If I finish earlier How much time do you have? 2 minutes 4. T says, "You can start" 5. After 2 minutues, T nominates S to answer

Useful Language (7-8 minutes) • To highlight and clarify useful language for email writing

1. T sends a link to Meaning task and demos screen. 2. T explains that the langauge comes from the email they've just read and that they have to match phrases in columns to their meaning in a line. T adds: "Do it in pairs for 3 minutes" 3. T asks ICQs: Where is the task? link in the chat Where are the phrases? In columns 4. After 3 minutes T asks a S to share screen and asks if everyone agrees or elicits corrections. 5. T asks CCQs for clarify appropriacy: "Is it formal or informal or neutral"? 6. Form task is administered in the same way as Meaning task in Step 2. ICQs: Where is the task? link in the chat Do you work with meaning or form? Form 7. T sends Ss to breakout rooms 8. When everyone gets back, procedure is similar to step 4 FCQs for "looking forward to": Can we use an infinitive? no Other FCQs: Do we use a verb after "nice" and "I'd love to"? Yes

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

1. T directs Ss to slide 3 and sets the task. T says, you can write one the next slides with your name. Work individually during 15 minutes. The size of the letter should be similar to the letter on the screen (around 100 words). I may sometimes send your personal messages on Zoom about your writing. ICQs: How big should your letter be? Similar to model What should be the structure of the letter? Similar to model, with functional language Where do you write? On a slide with my name (Frames 4 - ...) 2. T monitors by going to individual pages on the board and sending personal messages in Zoom

Feedback and Error Correction (7-10 minutes) • To promote learner autonomy and deeper understanding of email writing and provide feedback on students' writing and typical

1. T says: "Alright, now you are going to check each other's letters" T nominates who checks whose letter. 2. T sends writing check list and makes sure everyone has the link. 3. T demos check list and says: "As you read your partner's letter, tick the boxes. If your partner missed something, ask them correct themselves. You can type on their page. You have 5 minutes" 4. ICQ: What do you use to check? The check list, link in the chat Ca you correct your partner? First, ask them to correct themselves Individual ICQs: Santiago, whose letter do you check? Which page? 5. T provides DEC for typical mistakes in writing

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