Writing an email

LESSON: Unit 1 Lesson 7

Writing an email.

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6 L2 S1 S2 S5 W3

Lesson objectives

All learners will be able to:

take part in some exchanges using some target language accurately and intelligibly and identify some target information in writing task ( learn a model email)

Most learners will be able to:

take part in a range of exchanges using most target language accurately and with some appropriate grammar and lexical material and identify most target information in writing task, using key phrases for an informal email.

Some learners will be able to:

take part in a range of exchanges using most target language accurately and with clear understanding how to write en email about class and identify all target information.

Previous learning

Main vocabulary and grammar points of unit1/ key phrases.

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

L2 5min

S1

S2

Pre-learning

• Teacher suggests singing a fun song for the start of the lesson.

Listen to the song and speak about hobbies.

• Learners are informed about the lesson objectives

Teacher informs that they are going to study a model email and learn to write an email about class but before these task Ss revise active vocabulary

Hot Seat Game

• One learner sits in front of the class. Teacher hands a strip of a paper with the name of a hobby from the previous lesson. The classmates should guess the word by asking some questions:

Is it an outdoor or indoor hobby?

Do I play/jump/swim/fly doing this hobby?

Do I listen to it?

Do I need some gargets?

Teacher elicits the knowledge of making question rule and helps learners to remember the rules for making questions.

What Do You Like To Do? Song 

http://apple.co/1USYieq

cards with words

Main Activities

L6

S5

W3

S5

Ask Ss if they use the internet for sending emails?

Do you often send emails? In what languages do you write them? Why do emails spoil the languages? Speak about good and bad sides of an email?

GOOD BAD

email

To present an email

• explain a model email

• read the email and speak about its parts p.15

• read the task and get ready to answer the questions, pay attention to commas and linking words ( but, or)

To practise writing an email about you or your class using the steps of Ex.4 p.15

• Explain the writing guide

• Remind Ss that they can use the active vocabulary and key phrases ( emails) as well as linking words and prepositions. Encourage Ss to try to write the first or the last parts of the email.

• Ss complete the task in pairs. To help Ss, draw the following scheme (See T’s Book) on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the scheme while doing the task.

Ending the lesson

Monitor the activity around the class and then ask pairs of Ss to read the plan of the email.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links:
Languages, Stylistics, Psychology.

monitor less able groups in preparing role play and production tasks and support with further modelling and drilling

monitor accuracy in writing an informal letter

Health and safety check

Everyday classroom precautions will ensure that safety measures are

provided

challenge more able learners to give more expansive answers in response to role play prompts

monitor pronunciation performance in final activity and give feedback to whole class

ICT links

Projector or Smart board for showing a presentation

More able learners:

Count the answers, analyse them and composed correct sentences about their surveys.

• Group assessment sheet

• Observe learners when participating in the discussion.

Learners managed to understand the rules and do the tasks.

Values links

Responsibility, Global Citizenship, Respect, Support the friends/ classmates

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson?