New lesson plan: Writing emails-sending and replying to invitations.

olfa

Writing emails-sending and replying to invitations. - Intermediate level

Writing emails-sending and replying to invitations.
Intermediate level

Description

In this lesson, students will learn how to write, accept, and decline an email invitation. The lesson warms up with discussion questions and pre-teaching words to check the students understanding for the required vocabulary. The students will have a reading task to match the email invitations to their replies and to learn the difference between formal and informal emails and the langue used for inviting, accepting and declining invitations. Then, they will have two writing tasks. The first writing task: writing an email of invitation. The second writing task: After redistributing their invitations they will choose to write an email to accept or decline the invitation. In the end, after sticking their writings on the walls, students will decide which invitation they'd like to accept most.

Materials

An email from a friend?size=16&default=html

Writing handouts, stripes, email handout

Main Aims

By the end of lesson, SS will have practised writing email and replying to email invitations.

Subsidiary Aims

By the end of the lesson, SS will have practised vocabulary related to writing and replying to email invitations.

Procedure (36-45 minutes)

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

T asks SS: 1.Do you usually send emails? _To whom? 2. How much time do you spend writing and reading emails. 3. In pairs, discuss what kind of emails do you usually write.

Pre-teaching (2-3 minutes) • To pre-teach key vocab needed to help them understand the context of the reading and writing task better.

T will ask the SS:1. What's an invitation? An invitation is a spoken or written request to smb to do smth or to go somewhere. 2.What's a short notice? A short notice is a notice only a short time before something happens. E.g. He had to leave the UK at a short notice (He had to leave immediately after being told).

Reading task (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

T will ask the SS to: 1. Read the (given) emails and match the invitations with their replies. 2. In two minutes discuss what are the invitations for? (an invitation to a meeting, a weeding invitation, an invitation to stay for the weekend.

Genre analysis (7-8 minutes) • To raise the student's awareness about the language used in the context of email writing.

T asks the SS: 1.Separate the formal and informal Emails and underline the words that tell you that (write an "F" in front of formal words and "In" in front of informal ones). CCQ: Do we send formal emails to friends? No Do we use formal emails when it comes to professional and academic setting? yes Do we use contractions in informal emails? Yes 2. a.Tell me which phrases are used in the emails for invitation? CCQ: Are they formal or informal? b.Tell me which phrases are used in the emails for accepting the invitation?CCQ: Are they formal or informal?

Writing Task1: (8-10 minutes) • To develop writing skills in relation to writing invitations

T asks the SS: a.Think about an event you want to invite your classmates to. Then write an email of invitation. b. Pair check mistakes.

Writing task2: (10-12 minutes) • To develop writing skills in relation to accepting and declining an invitation.

T (take emails from the students an redistribute them ): 1.Read the emails and write an email to accept or decline the invitation. While they are working on their writing the teacher will take the writing and stick them on the Wall until they finish. 2. Read the emails on the wall and decide which invitation you'd like to accept most.