English Lesson Planner | Writing - Formal and Informal emails

Aida

Writing - Formal and Informal emails - A 2+/B 1 level

Writing - Formal and Informal emails
A 2+/B 1 level

Description

In this lesson, students will be familiar with the layout of formal and informal emails. They will check 2 types of emails and decide which one is formal and informal, then they will discuss the difference between formal and informal email and, finally, write an email.

Materials

Big English 6, student book 2nd edition

Photo (PDF)

Big English 6, student book 2nd edition

Photo (PDF)

Main Aims

To provide process and product writing practice of a e-mail in formal and informal contexts.

Subsidiary Aims

To provide clarification, review and practice of Lg used for formal and informal phrases
To provide gist reading practice using different sentences about formal and informal emails.

Procedure (45-58 minutes)

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

The teacher shows the email icon to the students, then asks them: Does the picture remind you of something? Did you write an email?

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

The teacher asks the students to read the emails in pairs and decide which is formal and which is informal,why. Then discuss the differences between the two emails.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher emphasizes the different layout of formal and informal emails. She tells the students what sentences are appropriate to start and end an email. She highlights and reviews important and useful words for students, then she asks the students to discuss that When do we write a formal email and when do we write an informal email ?! She asks the students to read the emails carefully once again and pay attention to their differences.

Productive Task1: (10-12 minutes) • To provide an opportunity to practice target productive skills

The teacher asks the student to write two emails, one to a teacher and one to a friend. At the same time, she plays an email as a template for the students and asks the students to follow the email template and use at least two of the highlighted phrases.

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

The teacher monitors the students and she asks the students to read their emails. She corrects the students' writing mistakes and writes the most common errors on the whiteboard.(Other students can also comment on correcting the mistakes of the student who reads his/her email.)

Productive Task 2:(Homework) (14-18 minutes) • More focus on details

The teacher asks the students to write formal and informal email without using the template as homework. and the student should focus more on details like word choice and sentence structure and correct dictation of vocabulary and punctuation marks. The homework will checked by the teacher in the next session.