LESSON: Module 1 Lesson 10

Writing

Formal/Informal emails

School:

Date:

Teacher’s name:

CLASS: 11

Number present:

absent:

Learning objectives that this lesson is contributing to

11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics

11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information

ICT skills

Using videos& pictures, working with URLs

Assessment criteria

Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning

Transitive/Intransitive verbs

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Warming-up

Team work

10 min.

Organization moment :

1.Greeting.

T give them different shapes and ask them to divide into 3groups.

I-circle

II -square

III–triangle

In differentiation part t «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

SB Ex. 1 p. 16 To analyse a rubric

• Ask Ss to read the rubric and look at the underlined words and then read the student exchange programme advert. • Give Ss time to answer the questions. Remind Ss to use the key words to help them. • Check Ss’ answers.

Answer Key

1 The target reader is the organiser of the student exchange programme. 2 I should include a formal greeting and the reason for writing. 3 I will include two body paragraphs: one paragraph with relevant details such as age and qualifications and one with reasons for wanting to be part of the programme. 4 I will write in formal style. 5 Because it is formal and because we do not know the name of the recipient.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

25 min

Ex. 2 p. 16 To present characteristics of formal and informal writing • Explain the task and give Ss time to complete it in pairs. • Check Ss’ answers.

Answer Key

1 I 2 F 3 I 4 F 5 I 6 I 7 F

Ex. 3 p. 16 To analyse a model and recognise phrases with the correct style for a formal email

• Ask Ss to read the model and underline the correct phrases. • Check Ss’ answers. • Elicit from Ss what each paragraph is about and whether the model covers the rubric in Ex. 1.

Answer Key

1 I am writing to apply for a place 2 I currently attend 3 I achieved 4 I am keen to further improve 5 would be of great benefit to me 6 I would be most grateful if you would consider my application 7 I have enclosed 8 I look forward to hearing from you

Suggested Answer Key

In paragraph A, the writer outlines their reason for writing, in B they state their age and qualifications, in C they explain their reasons for wanting to be part of the programme, and in D they include their closing remarks. The model covers all of the points in the rubric in Ex.1.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ex. 4 p. 16 To identify phrases in formal and informal style

• Explain the task and give Ss time to match the formal and informal phrases. • Check Ss’ answers.

Answer Key

1 b 2 g 3 e 4 f 5 c 6 d 7 i 8 a 9 j 10 h

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.

Ending the lesson

Reflection

Individual work:

10 min.

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation:«Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Poster.