Mays Shareef Mays Shareef

Assessment TP 2
Upper-Intermediate B2 level


In this lesson, Ss will learn about writing a letter to a friend with whom the student has not been in touch with for a long time. The Ss will start thinking about someone that they have not heard from for some time. Then, we will start with brainstorming, eliciting some ideas, and getting Ss to organise their ideas when it comes to writing the letter. Ss will see an example of a letter from two people that have not been in contact recently. In this way, Ss have a full idea of what to include in their letter. Finally, They are ready to write a letter to a friend that they have already imagined. After having Ss read eachothers' letters they can decide which one's life has changed the most.


Abc A letter
Abc WB. Handout (Global U-I Workbook) Unit 1 P. 7. An envelope.
Abc Handout (Global U-I WB) Unit 1. P.7
Abc Cards
Abc Handout (Global U-I WB) Unit 1. P.7. WB
Abc Blank sheet

Main Aims

  • In this lesson Ss will practice writing letters to friends to keep in touch.

Subsidiary Aims

  • In the lesson Ss will practice reading for gist and detail. To review Ss' awareness of features of and useful language in an informal letter.


Lead in (8-10 minutes) • To get the Ss to think of an old friend they have not seen for long. Eliciting

Ask Ss what “keep in touch” means. Ask Ss how they like to keep in touch with people. Write answers on WB. Ask Ss to think of an old friend they have not heard from for long. I draw an illusionary friend on WB. In pairs Ss think of 3 things they would like to know about their friend. Write them down. Elicit on WB. I show the Ss an envelope and elicit: “What’s this?” “Whom do you think it is to?” “What do you expect to find in the letter?” In pairs Ss write their expectations down. Write on WB the things they expect to find in the letter.

Gist (5-7 minutes) • To give Ss an explanation of the letter.

I will have the Ss read the letter and in pairs check if their answers are included in the letter. Take FB

Detail (3-4 minutes) • To make sure that the Ss understand the topic well by reading it agin and match the topics to the paragraphs.

I copy the topics of ex.3 onto cards. Ss in pairs match the topics to the paragraphs. Topic: News about the children. Paragraph: 3 Topic: Her future. Paragraph: 4 Topic Immediate plans. Paragraph: 2 Topic: Her reasons for writing. Paragraph: 1 Take FB

Features of writing (3-5 minutes) • To focus on ex.5

Ask Ss to find the words and expressions that Miranda uses for these things: To start the letter: Answer: Dear To summarize what she's just been saying. Answer: Anyway. To change the subject. Answer: On another note. To conclude the letter. Answer: Best. Elicit more answers. Write on WB.

Preparing to write (1-2 minutes) • To get Ss to know what to write in the letter.

Have Ss work in pair. Give Ss instructions to write a letter to the friend they already imagined.

Writing (15-20 minutes) • To practice writing a letter.

I will provide Ss a paper to start writing the letter. Students work alone. I monitor as needed. Stick the writings on the wall. Have the Ss read eachothers' writings and see whose life has changed the most. I will collect the writings to check and hand them in to Ss the next day.

Web site designed by: Nikue