Lesson plan on writing an email for 9th grade

Unit: 9.1C: Reading for Pleasure (Content with language)

School: NIS Atyrau of Chemistry and Biology

Date:

Teacher trainee’s name: Naresheva A.A

Head of Department:

Grade:

Number present:

absent:

Theme of the lesson: 25-26: Writing (informal letter, email)

Learning objectives(s) that this lesson is contributing to

9.W4 use with limited support style and register appropriate to a limited variety of written genres on general and curricular topics;

9.W7 use independently appropriate layout at text level for a growing range of written genres on familiar general and curricular topics;

9. S3. explain and justify their own point of view on a range of general and curricular topics;

9. L2. understand most specific information in unsupported extended talk on a wide range of general and curricular topics;

Lesson objectives

SWBAT

All: (S3) explain their ideas clearly using opinion expressions about emails;

Most: (W7) to write an email by using appropriate register;

Some: (L2) Understand and distinguish the information in the recording;

Previous learning

Reading for pleasure

Language objectives

The lesson will focus on writing and speaking skills

Value links

Respect the diversity of opinion

Cross curricular links

IT/Business

ICT skills

Active board for PPT

Kazakh culture

Writing emails in Kazakhstan

Plan

Planned timings

Teacher’s activity

Learner activity

Resources

Introduction

10'

To start the lesson Teacher explains the lesson objectives. Ss will be tasked to listen to a song and fill in gaps. They listen to the song two times.

Warm up (P, L2)

Ss listen to song Seven years and complete sentences with correct words.

Worksheet

https://www.youtube.com/watch?v=LHCob76kigA

Main part

20’

10’

15’

20’

Teacher divides students into two groups and their task is to answer the questions about emails. Teacher monitors and facilitates the speaking activity.

Teachers elicits from students the stages of writing emails. Then, Teacher presents the PPT on how to write emails and structure of it. The students will be asked to read some examples of emails from presentation. Teacher asks the differences between informal and formal emails.

Students continue working on emails and read the email from their book which is ex.9a, b, c, d and answer the follow up questions.

Teacher asks students to write an email on the given task, which is ex.9 c, d.

Speaking (G, S3)

Differentiation is done by task:

More able Ss

1. E-mail has replaced post. What will replace e-mail in the future?

2. What can happen if someone steals your email password?

3. When was the last time an e-mail made you very happy or excited about something?

4. What new functions would you like to see with e-mail?

Less able Ss

1. How much time do you spend reading and writing e-mails?

2. How many different e-mail accounts do you have / need?

3. Do you prefer e-mail via your mobile phone or a computer?

4. Which e-mail provider do you use (Mail, Inbox, Yahoo..)? Are you happy with the service?

Differentiation is done by task and by setting in groups.

PPT on How to write emails

Ss will be presented the structure of emails. They read some examples of formal and informal emails and discuss the differences between them.

2^nd lesson

Ss read the email which is ex.9a and answer the following questions:

1. Why Sally hasn’t written before?

2. What is she thinking about now?

3. When does she want to stay?

4. What does she want Alex to do?

(ex.9 b) Ss read the email again. There are two options: informal and formal. Ss will be asked to underline the informal option.

Writing an email (I, W4, W7)

(ex.9 c, d) Ss will be tasked to write Alex’s email back to Sally. Ss have to give Sally the following information:

• You want to see her again

• She can stay with you

• You already have plans for the week she suggested

• You can’t change the plans

• The week before or after is OK

In addition, Ss can add further information or ideas that they would like to.

Differentiation is done by vocabulary and support: less able learners will be supported by more explanation of unknown words.

PPT

English in Mind 4

Student’s book

Ex.9 a, b, c, d; p31

Conclusion

5'

Reflection. Ss should tell what they have learnt on the lesson.

Additional information

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

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

Health and safety check

Differentiation is done by task and vocabulary for less able learners

T monitors

FA Writing

Safety rules are kept.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Yes, they were. All students achieved the learning objectives.

The lesson was focused on writing an email, particularly, it was presented the structure of writing emails. In addition, there was speaking activity where students could express their point of view on questions related to emails. The students were interested in this topic and engaged during the lesson. Students were successful at the tasks, including the group work. 

The differentiation worked well. During the speaking task, students were divided into two groups, as differentiation was done by task. In addition, students worked in pairs and they tried to help each other during the lesson.

Yes, I did. Most of the students finished writing earlier and they had enough time for reflection.

I did not change anything.

Summary evaluation

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

1: One part of this lesson that I will not change is how I grouped the students. I chose the groups to avoid best friend’s pairs. I tried to pain a lower achieving student with a higher achieving student.

2: Another part of the lesson, which went well, was the warm up, which is the filling in gaps activity. Even less able students were successful at this task

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

1:

2:

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