New lesson plan: Writing an email.

Alshaimaa Mamdouh Mahmoud Husain

Writing an email. - Pre-Intermediate. level

Writing an email.
Pre-Intermediate. level

Description

In this writing lesson, I will be teaching student how to write an email in a context of sports. As a warm up, students will be shown a picture and asked to discuss a related question. Then they will be asked to rearrange three strips of paper which will form a sample of an email. After that I will be eliciting the three stages of writing an email which are introduction, body, and conclusion. At the end students will be writing an email and given feedback.

Materials

PPPT, White bored, Markers, Handouts, Interchange book.

Main Aims

To provide
By the end of this lesson students will have developed their writing skills in a context of sports.

Subsidiary Aims

Students will have practiced writing an email.

Procedure (35-45 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1-Teacher asks students to look at a picture about sports and discuss a question in pairs in 2 minutes.(What is your favorite sport?). 2-Teacher asks ICQs: Will you discuss the question alone? (no, with a partner.)/ How much time do you have? (2 minutes.). 3-Teacher elicits some of their answers.(What did student B tell you student A?). 4-Teacher gives feedback.(All related answers are accepted).

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

1-T asks Ss to rearrange 3 strips of paper which they will be given individually in 3 min. 2-T .asks ICQs : How many strips of paper should you rearrange? (3). / Will you work with a partner? (no, alone). 3-T gives Ss the handouts. 4-Ss peer check for 1 min. 5-T elicits some answers. 6-T gives feedback by showing answers on PPPT.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1- T sets the context by presenting an email sample on PPPT. 2-T elicits the steps of writing an email by asking Ss to observe and answer some questions. 3- What does the sender start the email with? T elicits and illustrates the introduction part. 4- Does he write the email for the first time or write back to the recipient? T elicits and shows Ss the difference in each case. 5- How many paragraphs does the sender write?/ How many ideas are there in each paragraph? T elicits that there should be one paragraph for each idea and that is the body part. 6- Which grammar tense is used? T elicits the form and explains that present simple is used to talk about everyday activities such as sports. 7- How does he end the email? T elicits and shows the final step. 8- T makes sure that Ss will have managed the steps of writing an email.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

1- T asks Ss to write an email about their favorite sports small groups in 10 min. 2-T asks ICQs: What will you write about? (favorite sports) / Will you work in pairs? (no, in groups). 3-T monitors to help and see if Ss needed more time. 4-T asks groups to check. 5-T checks answers by asking each group to choose one to read what they have written. 6-T monitors to note any problem for feedback.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

1-T writes some of the sentences that are good examples of language use along with inaccurate language use. 2-T asks Ss to work in groups to decide which sentences are good, which are bad and try to correct them in 3 min. 3-T gives feedback by confirming the the correct answer and drills if there were any pronunciation errors.