Saskia Saskia

TP7_SaskiaClaessens
Pre-intermediate level

Description

In this lesson, students will practise their writing skills by writing an informal email to a family member/friend to tell them about the things they can't wait to do now the lockdown is coming to an end. At the beginning of the lesson, students will discuss in BOR how they communicated with their loved ones during the lockdown. Secondly, they will read a short text and complete a gist task. Subsequently, MFA will be covered, partially through a guided discovery task. This will be followed by the productive writing task, peer correction and feedback and error correction.

Materials

Edit#slide=id Google Slideshow
Edit#slide=id Google Slideshow Task Write Email

Main Aims

  • To provide product writing practice of an informal email in the context of activities after the lockdown

Subsidiary Aims

  • To provide gist reading practice using an informal email in the context of activities after the lockdown
  • To provide clarification of language used for an informal email (MFA)

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T shows slide with 4 pictures. "What do you see?" "What do we use these for?" (to communicate) Instructions: In BOR, discuss how you communicated with your friends/family during lockdown. You have 2 min. DEMO: Could someone give me an example? (For example, during the lockdown, I called my sister every week.)

Exposure (3-4 minutes) • To provide a model of production expected in coming tasks through reading

Gist task Instructions: Read this text. What is it about? 1 min. - No pair check in BOR, only 1 straightforward question, otherwise unnecessary loss of time - Elicit correct answer OCFB

Useful Language (10-11 minutes) • To highlight and clarify useful language for coming productive tasks

Task 2 Layout Task Instructions: In BOR, Match each letter with the correct section. You have 2 min. - Send link Google Slides in chat - Demo, first one open class - Ss work in pairs in BOR - OCFB Task 3 Meaning Guided Discovery Instructions: In BOR, choose the correct meaning for these expressions. You have 2 min. - Use same link, next slide - Ss work in pairs in BOR - OCFB CCQs 'I can't wait to', what does 'can't' mean here? (don't want to) 'See you soon', will I see my mum today? (No) Have I already made a plan to see my mum today? (No) Does it mean I think I will see her soon? (Yes) 4. Form + Appropriacy - Share screen - Elicit answers about form + appropriacy CCQs: 1. What type of word is 'note'? (noun) Can we use another word instead of 'note'? (yes, message/email/...) What do we call an expression where we can change a word? (semi-fixed) 2. What type of word comes after 'to'? (verb infinitive) Is this a fixed expression or can we change something? (fixed) 3. What verb tense is this? (present perfect) What type of word is 'doing' here? (noun, gerund) What does 'it' mean here? (going out) What type of word can be replaced by 'it'? (noun) 4. What two words can we add before 'see you soon'? (I will) What type of verb is 'see'? (infinitive) Can we change something about this expression or is it fixed? (fixed) Appropriacy: Are these sentences formal, neutral, informal? (informal)

Productive Task(s) (15-16 minutes) • To provide an opportunity to practice target productive skills

Instructions: You are going to write an email to friend/family member to tell them about the things you are excited to do now the lockdown is ending. Checklist. Everyone has their own slide with their name. At the bottom of the slide, I will be adding comments for you, while you're writing. ICQ: To whom are you writing? (friend/family member) Does it have to be exactly 75 words? (No, more or less)

Peer Correction (4-5 minutes) • To provide students the opportunity to learn from their peers

In BOR, students will review their partner's email and decide whether their email contains all elements of the checklist.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

- T shares examples of learners' production. - Ss identify correct + incorrect ones, correct the latter - OCFB, any questions?

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