Reshad Jamil Reshad Jamil

Writing a short email - lesson plan
Upper intermediate level


In this lesson, students read a short email that the teacher wrote to his friend. In the email, the teacher invites his friend who lives in another country to come visit him. Students analyze the text, then write their own (similar) emails to their own friends or family members who do not live with them. The lesson topic is simply inviting one's friends/relatives to come visit. The medium/tool of invitation is email. In their initial analyses of the teacher's email, students identify different parts of the text and different kinds of language. In the final feedback stage, students read each other's emails and check for certain criteria.


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Main Aims

  • To enable students to develop their writing skills by writing short emails inviting their friends/family to come visit them.

Subsidiary Aims

  • To enable students to develop their reading skills by reading a short email and analyzing its sections and language.
  • To clarify to students the Meanings and Forms of new words/phrases related to the topic of sending email invitations to friends/family.


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

T presents a scenario to Ss: You and your good friend live in different countries. You want to tell your friend to come visit you for a special occasion. T guides Ss to guess the correct word that goes in the blank (invitation): So, you will extend a personal ____________ to your friend. T asks Ss which method of invitation they prefer: a) Send your friend a quick WhatsApp message. b) Give your friend a phone call. c) Send your friend a short and personal email. Ss answer. This is a short open class discussion. In the next slide, T makes Ss guess which method of invitation this lesson will be about. In the slide title, "Via Email" is hidden. T asks Ss about the picture: How is this woman sending an invitation? T reveals the "Via Email" part of the slide title and makes the lesson topic clear.

Initial Exposure & Clarification of Useful Language (7-8 minutes) • To pinpoint and clarify useful language for coming productive tasks

T shows Ss the main text, which is a short email. In the email, Levi invites his friend Kevin to come visit him in London. T instructs Ss to read the email and pay attention to the structure (how it is organized) and the language. T gives Ss 2 min to read. T tells Ss that before they analyze the email, they will learn some useful and possibly new vocabulary. In the next slide, T shows Ss five new words and one new phrase. T tells Ss they just need to familiarize themselves with the new vocabulary. T begins clarifying the Meaning (M) and Form (F) of each new word/phrase. T clarifies the basic Pronunciation of each word/phrase just once, since this is a writing-focused lesson. Pristine 1. M: Choose 4 synonyms for pristine: beautiful, fresh, bright, clean, dirty, pure, lovely, flawless Answers: fresh, clean, pure, flawless 2. F: Which part of speech is this word? A noun, verb, adjective, adverb? Answer: adjective Witnessing 1. M: What does witnessing mean here? Choose one set of synonyms. (1) seeing, watching, hearing (2) testifying, attesting Answer: set 1 2. F: Which part of speech is this word? A noun, verb, adjective, adverb? Which tense? Answers: verb; present continuous Zeal + Rivalry 1. M: Which picture shows rivalry? How about zeal–A, B, or both? Answers: A; both T also asks a few CCQs: Zeal - Do they want to win? (Yes) Do they look determined, powerful, energized, yes or no? (Yes) Rivalry - Do they want to defeat each other? (Yes) Could either of them win? (Yes) 2. F: Which part of speech is each word? Noun, verb, adjective, adverb? Answers: noun; noun Spectacular 1. M: Choose 2 synonyms for spectacular: amazing, good, exciting, glorious Answers: amazing, glorious 2. F: Which part of speech? Noun, verb, adjective, adverb? Answers: adjective Up For 1. Sentence: I’m up for some Chinese food. CCQ: Do I want to have Chinese food? (Yes) 2. F: Does anyone know what this phrase is? Answers: idiom T uses visuals in each slide to establish the Meaning of each word/phrase.

Re-Exposure & Text Analysis (7-9 minutes) • To provide a model of production expected in coming tasks through reading

Having clarified some vocabulary, T returns to the email. Ss see numbers ending specific sections of the email and a box with letters next to the email. T instructs Ss to match each numbered section of the email with its correct description in the box. The correct section-description pairs are as follows: [0] D - Recipient and subject line [1] F - The greeting [2] G - Vacation idea proposal (invitation) [3] A - General description of vacation [4] C - Specific details about something important to the recipient [5] E - Call-to-action [6] B - The closing T then instructs Ss to answer four questions in BORs (pairs/trios). The questions are: What is missing from section [0]? OCFB - T switches to the Jamboard and shows Ss a screenshot of an email header. T guides Ss to voice a two missing parts, "from" and "date." What do we call sections [2] to [5]? a) Middle paragraphs b) Body paragraphs c) The crux OCFP - Ss say the answer is b. How is this email personalized? OCFB - Ss share their thoughts. T highlights a specific part of the email. Is the language formal or informal? How can you tell? OCFB - Ss give their answers. T confirms it is informal. T elicits a reason. T highlights some words and phrases which are informal.

Productive Task - Writing (10-12 minutes) • To provide an opportunity to practice the target productive skill of writing

T switches to the Jamboard. Frame 2 presents clear instructions for the writing task: Write an email to a friend or relative who lives in another country (or city). Invite them to your country. 50-100 words. Try to remember and follow the sample email. T makes it clear that each person has an assigned frame with his/her name on it, and that each person should only write (type) on his/her assigned frame. T shows the frames one by one so Ss know. T notifies Ss that the instructions are on frame 2. T asks ICQs to ensure Ss understand the task and rules. T shares the Jamboard file and ensures everyone can open it and type in the provided text box. Ss perform the task individually for about 12 min.

Error Correction & Feedback (8-9 minutes) • To enable students to check and edit each other's writing, then make any final corrections on student's writing

T goes back to the Slides and shows Ss a writing checklist from IELTS. T gives instructions for the peer-editing task: You will now edit each other's emails using this checklist. I will message you a name to edit in the chat box. Go to the frame with that person's name on it and edit his/her email using the checklist. If the email has no errors, you don't need to change anything. Whatever you add, please put it in brackets. T asks ICQs to ensure Ss understand the peer-checking and -editing task. As Ss edit, T monitors their edits live on the Jamboard. After enough time has elapsed, T reviews everyone's edits and makes some final edits if necessary. T thanks Ss for participating and ends the class.

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