Writing an E-mail

Grade 8

Daily Life and Shopping

(Language with Content) /

School:

Date: October 17-22, 2022

Teacher:

8

Present: Absent:

Learning objectives(s) that this lesson is contributing to

8.C3 respect differing points of view

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

8.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

8.UE16 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• learn and practice new vocabulary on the topic daily routines & free-time activities

• classify activities as daily routines or free-time activities

• listen and read for gist and specific information

• create a dialogue on the topic (9-10 utterances each using new vocabulary)

• write about their likes and dislikes using appropriate conjunctions

Language objectives

Present Simple, specific vocabulary

Value links

respect , cooperation, global citizenship

Cross curricular links

Social Studies

Previous learning

No subject-specific prior knowledge is assumed, but all students in NIS are expected to be aware of trends and events both within Kazakhstan and in the wider world as part of their regular study, and to review national and international events through a range of news media.

ICT skills

Projector, computer

Intercultural awareness

Respect to culture diversity

Kazakh culture

Solution of global issues at a local level (healthy lifestyle)

Pastoral Care

Support, scaffolding, empathy

Health and Safety

Everyday classroom precautions

Planned timings

Planned activities

Resources

Lesson 1

Start

1. min.

Warming-up

• Learners choose between two corners: Agree/Disagree and give arguments to their choice. The statement:

I prefer free-time activities to daily routine.

Introduce lesson objectives

• learn and practice new vocabulary on the topic daily routines & free-time activities

• listen and read for gist and specific information

• create a dialogue on the topic (9-10 utterances each using new vocabulary)

• write an e-mail using appropriate vocabulary and linkers

PPT S1/2

Middle

10 min.

(G)

10 min.

(W)

40 min. (I)

10 min

Daily life & Shopping

Lead in: students discuss the topic of Shopping in small groups. Questions to be discussed:

1. Who buys products in your family?

2. Do you go shopping for daily products?

3. Do you help your Mom to do shopping?

4. Is shopping routine or an activity for fun?

An e-mail structure

Aim: to investigate the structure

Pre-writing

Learners answer the teacher’s question: Why do we write e-mails? How do we do it?

While-writing

1. Read and think about the information to write

Email Structure

(Greeting)

***1 space***

(P1:1 sentence) – Statement of interest: Say the reason for the letter

***1 space***

(P2: 2-3 sentences) – Write an answer about the first bullet point

***1 space***

(P3: 2-3 sentences) – Write an answer about the second bullet point

***1 space***

(P4: 2-3 sentences) – Write an answer about the third bullet point

***1 space***

(P5: 1 sentence) – Conclude your letter

***1 space***

(Closing)

***1 space***

(Your Name)

Differentiation:

More motivated learners support the classmates

Task:

Your English-speaking friend Ben is going to come and stay in your home city for 6 months. He needs your recommendations about local shops and markets where he can go shopping. Write an email and describe the places which you recommend. Make sure you include: 

• where to buy food and drinks; 

• which cleaning goods to buy and where; 

• the best place that sells stationery.

Criteria:

1. Content (information about shops) – 1 point

2. Structure - 1 point

3. Coherence & cohesion (linking words and phrases) - 1 point

4. Topical vocabulary - 1 point

5. Grammar accuracy - 2 points

After writing activity

Learners compare their e-mails. They self-assess the task.

Success criteria:

Learners discuss their performance, think about further steps for improvement and share their ideas.

PPT S3

End

5 min.

Reflection

• Learners discuss Two things I was good at

One field for improvement

Additional information

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

More able learners will be challenged to describe their summer holidays using an extend variety of vocabulary.

Also, they are expected to create a detailed action plan to improve their weak points.

Less able students will be supported by classmates when working in groups. They will feel more confident when creating sentences with the phrasal verbs by means of sample sentences.

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

Peer-assessment sheets

Cross-curricular links

Curriculum links with Geography, Social Studies

Summary evaluation

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

1:

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

1:

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