LESSON PLAN: Writing effective

informal emails
LSA2 SKILLS – WRITING
HANNA LOCH

DATE: 23.08.2015

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Contents

1 Commentary.......................................................................................................................................................................................................................... 4
1.1 Rationale from Reading and Research...........................................................................................................................................................................4
1.2 Rationale related to Learners Needs/ Characteristics....................................................................................................................................................5
2 Bibliography........................................................................................................................................................................................................................... 7
3 Class Profile:.......................................................................................................................................................................................................................... 7
4 Learners Profiles.................................................................................................................................................................................................................... 8
5 Overall Aim:......................................................................................................................................................................................................................... 12
6 Analysis................................................................................................................................................................................................................................ 12
6.1 Genre........................................................................................................................................................................................................................... 12
6.1.1 Register................................................................................................................................................................................................................ 12

4.1.2. Layout - physical organisation on the page is restricted by the limitations imposed by the screen...........................................................................13

6.2 LANGUAGE SYSTEMS.................................................................................................................................................................................................... 13

6.2.1 Informal lexis and its meaning............................................................................................................................................................................. 13

6.2.2 Netspeak in both emails:...................................................................................................................................................................................... 14

6.2.3 Pronunciation....................................................................................................................................................................................................... 14

6.2.4 Grammar.............................................................................................................................................................................................................. 15

6.3 WRITING PROCESSES................................................................................................................................................................................................... 15

6.3.1 Purpose and recipient.......................................................................................................................................................................................... 15

6.3.2 Content................................................................................................................................................................................................................ 15

6.3.3 Layout.................................................................................................................................................................................................................. 15

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7 Timetable Fit........................................................................................................................................................................................................................ 15
8 Assumptions........................................................................................................................................................................................................................ 16
8.1 Genre........................................................................................................................................................................................................................... 16
8.2 LANGUAGE SYSTEMS.................................................................................................................................................................................................... 16
8.2.1 Vocabulary........................................................................................................................................................................................................... 16

8.2.2 Pronunciation....................................................................................................................................................................................................... 17

8.2.3 Grammar.............................................................................................................................................................................................................. 17

8.3 Skills............................................................................................................................................................................................................................. 17
8.4 Management/ Affective............................................................................................................................................................................................... 17
9 Anticipated Problems/ Solutions......................................................................................................................................................................................... 17
9.1 Genre........................................................................................................................................................................................................................... 17
9.2 WRITING PROCESSES................................................................................................................................................................................................... 18
9.3 Language Systems........................................................................................................................................................................................................ 18
9.3.1 Vocabulary........................................................................................................................................................................................................... 18

9.3.2 Netspeak.............................................................................................................................................................................................................. 18

9.4 Management/ Affective............................................................................................................................................................................................... 19

10 Materials/Resources........................................................................................................................................................................................................ 20
11 Procedure........................................................................................................................................................................................................................ 21
12 APPENDICES..................................................................................................................................................................................................................... 28
12.1 Diagnostic Test – Informal email.................................................................................................................................................................................. 28
12.1.1 Nadia.................................................................................................................................................................................................................... 28

12.1.2 Maryam................................................................................................................................................................................................................ 29

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 12.1.3 Fatima Al Fahad.................................................................................................................................................................................................... 30

12.1.4 Zainab.................................................................................................................................................................................................................. 31

12.1.5 Khawlah............................................................................................................................................................................................................... 32

12.1.6 Ghada................................................................................................................................................................................................................... 33

12.1.7 Jinan..................................................................................................................................................................................................................... 33

12.1.8 Fatima Ibrahim..................................................................................................................................................................................................... 35

12.2 Flipcharts and handouts............................................................................................................................................................................................... 36

12.2.1 Flipchart 1............................................................................................................................................................................................................ 36

12.2.2 Flipchart 2 + Handout 1........................................................................................................................................................................................ 37

12.2.3 Flipchart 3 and Handout 2.................................................................................................................................................................................... 38

12.2.4 Flipchart 4 and Handout 3 +answer key...............................................................................................................................................................39

12.2.5 Flipchart 5 and Handout 4 (Layout) +answer key.................................................................................................................................................40

12.2.6 Flipchart 6 + Handout 5 (Layout Matching Task + answer key).............................................................................................................................41

12.2.7 Flipchart 7 – Writing Task..................................................................................................................................................................................... 42

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1 COMMENTARY

1.1 RATIONALE FROM READING AND RESEARCH

Crystal (2006. p.34) points out that ‘as the Internet is a medium almost entirely dependent on reactions to written messages,
awareness of the target reader must hold a primary place in any discussion.’ For this reason, I have decided to choose building up
students’ awareness of the communicative purpose and the target reader as one of the two main aims of my lesson.

I am also fascinated by Crystal’s (2009a) theory that using abbreviations helps rather than hinders literacy. On BCC’s ‘It's Only a
Theory (2009b) Crystal explains that in ‘order to leave a letter out, you have to know it’s there in the first place’. Inspired by this idea
I have decided to introduce some examples of abbreviations into my lesson, although my Local Tutor has warned me that it might
be a bit risky or even risqué in a Delta lesson. I believe, however, that I am doing the course to develop and to do that I cannot play
it safe. I entirely agree with Crystal that netspeak has added a new dimension to the English language. There are even poetry
competitions for poets who write only in netspeak (Crystal 2009a, Chapter 2). I hope that playing with language and its spelling
rules might encourage my students to become more creative and interested in expressing themselves in writing.

In this lesson, I would like my students to understand what I have learnt while writing my Background Essay:

 the style of an informal email is very similar to a face-to-face conversation, i.e. it is playful and mistakes matters less than
meaning. To make it more explicit I use Crystal’s (2006) expression comparing informal emails to quiet phone calls. I will use
the genre approach, i.e. exposing learners to examples of the genre, especially authentic texts, focusing on the
communication and on the effect on the target reader.

 As writing informal emails does not require any planning it can be very enjoyable.

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 1.2 RATIONALE RELATED TO LEARNERS NEEDS/ CHARACTERISTICS

Diagnostic test has shown that:

 the students are not familiar with the layout of emails

 their writing lacks communicative purpose (see samples of students’ writing in Appendix 12, click on the link 12.1)

Consequently, I have planned a lesson focusing on the mentioned above issues. I have decided to contextualise and personalise
this lesson by using two authentic emails as models, thus I will be using not only the Genre but also the Product Approach, i.e. the
lesson is based on the use of two authentic model texts, by the end of the lesson students will have produces a similar text
themselves. The model texts:

1. I wrote an email to my friend Emily (teacher at BC, Alexandria). The topic of my email is related to shopping because this is
what we have recently been talking about. Besides, most of my students are shopaholics so I thought this would be a useful
word for them to learn. (to see the email click on the link 12.2.2)

2. Emily replied using Netspeak she normally uses in her emails. (to see the email click on the link 12.2.3)

To make it look even more realistic Emily and I have decided to email those messages to each other so I could take snapshots of
my Gmail inbox. I believe that exposing students to authentic texts which are challenging but achievable, a little bit above students’
current language competency, is very motivating and promotes learning. The most surprising thing I have noticed during my OC in
Cairo, was that our lessons were not challenging enough. As a result, students did not learn anything new but only recycled their
language. I want to avoid it in this lesson.
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I have included the Netspeak task to check if it really can improve my students’ spelling. Practicing spelling is boring but decoding
cool abbreviations might be more memorable and might improve retention.

The last twenty minutes of the lesson students will spend on writing emails to each other. As writing is often perceived as dull and
difficult, I hope that this task will engage them not only intellectually but also affectively (i.e. emotionally). Maybe they will enjoy it.

Commentary Word count: 697

(Word 2013)

2 BIBLIOGRAPHY
Books

Crystal, D. 2006 Language and the Internet. CUP

Crystal, D. 2009a Txtng – The Gr8 Db8. OUP

Videos

It's Only a Theory, video, BBC Four October 2009b, viewed on 15 August 2015, 3:31

<https://www.youtube.com/watch?v=h79V_qUp91M>.

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3 CLASS PROFILE:

This is a General English class at A1/A2 (Elementary 3) level. The course runs for six weeks, with two-hour sessions three times a
week, on Sundays, Tuesdays and Wednesdays from 8:30-10:30 am. It is a class studying in Al Khobar in Saudi Arabia. On this
course we are covering Modules 9, 10 and 11, New Cutting Edge, 3rd edition.

As courses are segregated in Saudi Arabia, all students are female. There are nine students in the class, including eight Saudis,
one Eritrean. Their ages range from late teens to early thirties. Half of them are university students and half work.

Most students are studying English for professional and social reasons. All students want to be able to socialize online or face to
face since my they make many international friends, with whom they want to keep in touch. It is a mixed ability class and therefore
stronger student might try to dominate. Zainab and Ghada are friends, the rest of students did not know each other before the
course and consequently some of them are still a bit shy.

4 LEARNERS PROFILES

Name, Age, Reasons for Strengths (S) relevant to the Weaknesses relevant to the Other comments
Job, learning lesson lesson
Nationality

Nadia, 26, Intrinsic To see her writing sample follow this  Layout: wrong salutation, no hard-working but

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an motivation, link 12.1.1 opening, closing, sign-off, very quiet and a
accountant she likes  punctuation (capital letter and paragraphs weaker than other
Eritrean English commas)  Register: she has started an students, this lesson
 spelling (mostly correct) informal e-mail ‘Dear Sir’ might be challenging
(see Appendix 1a)
Maryam, For work To see her writing sample follow this  Layout: salutation (Good She thinks that
27, link 12.1.2 Day), no opening, closing, spelling is the most
accountant,  punctuation – she attempts sign-off, paragraphs difficult thing in
Saudi using capital letters and full (Appendix 1b) learning English
stops but inconsistently  Poor spelling (faind /find/,
mool /mall/, hilpful/

Fatimah Al- hobby To see her writing sample follow this  Layout: salutation (My deer She thinks that
Fahad, 28, link 12.1.3 (sic!) Nouf), sign-off (your writing is the most
student,  Layout: closing (If you need best friend) aligned with the difficult thing in
Saudi anything call me) right English. Good
 Register: I wanna tell you student but shy.

Zainab, 18, to study To see her writing sample follow this  Layout: incomplete She told me that she
student, abroad link 12.1.4 salutation (Dear …, no sign- is very lazy but
Saudi  Layout: opening (It’s nise to off recently she has
see you here), closing (if you  Poor handwriting been working very

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 want extra information call  Punctuation: no capital well.
me), no paragraphs letters, commas instead of
full stops
Khawlah, 31, further To see her writing sample follow this  Layout: no sign-off potentially dominant,
laboratory studies, self- link 12.1.5  spelling the best writing skills
technician, development  Layout: salutation (Hi in this class, much
Saudi Maryam), opening (How are stronger than other
you), closing (I hope we spend students
fun time withe others)
 punctuation
Ghada, 18, Student, To see her writing sample follow this  Layout: no sign-off, no She is extremely
student, Zainab’s link 12.1.6 paragraphs shy but seems like
Saudi friend  Layout: salutation (Hey) and  Punctuation: no capital her declarative
opening (I heard you are letters, full stops overuse of knowledge in very
coming to Khobar),closing commas good for this level.
(See you there)  Poor spelling

Jinan, 24, studies To see her writing sample follow this  writing skills weak for this The weakest
unemployed, link 12.1.7 level, very limited student in the class
Saudi grammatical and lexical who will find this
No strengths, her writing is poor range, this lesson will be lesson very
challenging for her challenging.
Fatimah Al- job To see her writing sample follow this  Layout: no sign-off Very strong and

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Ibrahim, 28, link 12.1.8  Poor grammar confident student,
secretary,  Punctuation: overuse of potentially dominant
Saudi  Layout: salutation (Hello commas
Sara), closing (Have a nice
day), paragraphs
 Punctuation – capital letters
Nada, 23, to get a No writing sample but her She writes slower than others She has joined the
unemployed better job handwriting is very neat. because she focuses on accuracy. course two lessons
Saudi ago.

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5 OVERALL AIM:
Main aims:

By the end of the lesson, learners will have a better awareness of:

 the established layout conventions of an informal email (salutation, opening,

closing, sign-off + signature)

 the communicative purpose and the target reader for their writing

 They will have written an informal email to a friend inviting her for a shopping
trip or restaurant/café in Khobar.

Subsidiary Aim:

By the end of the lesson, learners have will have:

 practised skimming and scanning of two informal emails

 a receptive knowledge of netspeak

6 ANALYSIS

6.1 GENRE

6.1.1 Register

An informal e-mail is like a quiet phone due to its frequent adjacency pairs (e.g.
question – answer, request-acceptance).

field Email 1 (E1) (my email to Emily) to invite a friend (who is coming to
Khobar) for a shopping trip in Dhahran Mall and offer a pick-up from the
airport ( to see the email click on the link 12.2.2)

Email 2 (E2) (Emily’s reply) to accept the invitation and inform me when

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 she is arriving in Khobar (to see the email click on 12.2.3)
tenor  informal/close friend

 interaction: one-to-one
mode  electronic (email), asynchronous (delayed)

4.1.2. Layout - physical organisation on the page is restricted by the

limitations imposed by the screen

feature example

salutation  E1: Hey Emily,

(social pleasantry)  E2: Hi Hanna

opening  E1: Long time no see!

 E2: I am so excited about coming to Khobar.

body  E1: 4 paragraphs

 E2: 3 paragraphs
closing  E1: Can’t wait to c u!

 E2: Can’t wait

sign-off  E1: XOXOXO,

(boundary maker) Hanna

 E2: Love ya

Emily

6.2 LANGUAGE SYSTEMS

 mechanics (spelling and punctuation) of informal e-mails are loose and playful

6.2.1 Informal lexis and its meaning

Email 1:

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  Long time no see! – a fixed phrase, meaning: you haven’t seen someone for a long time,
used in speaking and writing
 cool – adjective, meaning in this context cool clothes: fashionable and trendy
 shopaholic - noun, countable, meaning: someone spends too much time or money on
shopping
Email 2:
 I am looking 4ward 2 going shopping with u. – I look forward to (a fixed phrase, the use of
netspeak makes it informal in this context), meaning: she is thinking with pleasure about
going to shopping with me
 We can catch up – phrasal verb (verb catch + particle up), Emily wants to talk about all her
news with a me because haven’t seen each other for a while

6.2.2 Netspeak in both emails:

NETSPEAK

u r – you are 2 - to
c u! – see you! 4ward - forward
b - be fav/fave - favourite
luv - love eve - evening
wud - would XOXOXO – hugs kisses
da - the @ - at
bcos/coz - because gr8 - great

6.2.3 Pronunciation

 wud /wʊd/

 luv /lʌv/

 da /ðə/

 shopaholic /ˌʃɒpəˈhɒlɪk/

 cool //kuːl/

 Long time no see! /ˈlɒŋ ˈtaɪm nəʊ ˈsiː/

 I am looking forward to going /ˈaɪ əm ˈlʊkɪŋ ˈfɔːwəd tə ˈɡəʊɪŋ/

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 6.2.4 Grammar

Grammar is not the focus of this lesson.

 I am looking forward to going shopping with you.

 I am looking - present continuous, subject (I) +helping verb be (am ) + present

participle (looking)

 forward to going - adverb (forward) + preposition (to) + present participle (going)

 go shopping – collocation: verb (go) + noun (shopping)

 look forward to +present participle – fixed phrase

6.3 WRITING PROCESSES

6.3.1 Purpose and recipient

In their emails students have to ask three questions which the recipient (another
student) will have to answer (6.1.1). Consequently, they need to plan three questions
while writing. Extra planning time is not allocated to keep the task similar to real life.

6.3.2 Content

Inviting a friend out (to a restaurant, café, party, for a walk, shopping)
6.3.3 Layout

Students need to focus on layout conventions (see )

7 TIMETABLE FIT

This is the first lesson of the third week of a 6-week course, and 7 th out of 18th on the
course. Two weeks ago students wrote an informal e-mail about their favourite shop
in Al-Khobar as a part of their diagnostic test. It turned out that not only layout and
register is a particular problem but also mechanics (handwriting, punctuation and
spelling). I have decided to focus on improving the basics first. After that students
looked at writing descriptions of their favourite shops (not as emails) focusing on

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shopping vocabulary, comparatives and superlatives (Module 9, NCU 3 rd edition). At
first, I wanted to plan this lesson around shopping vocabulary but I think that
students are a bit bored with this topic and the coursebook. For this reason, in this
lesson students are free to choose if they want to write an email inviting their friend
to their favourite shop or restaurant or café. The main aim of this lesson, however, is
layout and helping students understand that an email exchange is like a quiet phone
call. In the next lesson students will compare the emails they wrote in the first lesson
with the ones they produce in this lesson. Hopefully, they will see a huge
improvement in layout and style, which will encourage them to work on their writing
skills even more.

8 ASSUMPTIONS

8.1 GENRE

 Most students struggle with layout conventions

 Students lack awareness of communicative purpose and the the target reader
and consequently there is no sense of direction in their writing.

 All students are familiar with the difference between formal and informal style

8.2 LANGUAGE SYSTEMS

8.2.1 Vocabulary

 Lexical content in both emails is familiar not to detract the learners from the
focus of the lesson. Lexis items which might be challenging for the students
have been analysed above (6.2.1)

 Most students will be familiar with most netspeak symbols and abbreviations
(see above 6.2.2) except for gr8, 4ward and XOXOXO.

8.2.2 Pronunciation

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  Pronunciation is not the focus of this lesson and should not cause any
problems. Netspeak is pronounced as it is spelt and for this reason its
pronunciation is extremely easy.

8.2.3 Grammar

 Grammatical tenses (the Present Simple and Continuous) are familiar not to
detract the learners from the focus of the lesson.

8.3 SKILLS

 We have practised skimming and scanning last week so it should not be too
challenging for the students to read both emails and located information in the
text quickly.

8.4 MANAGEMENT/ AFFECTIVE

 As this lesson is not procedurally complicated, the students should be clear

what is expected of them. I think students should be interested in the topic.

 Students might be sleepy and quiet as most of them go to bed very late (2 – 3
am) and the lesson is at 8:30 am.

9 ANTICIPATED PROBLEMS/ SOLUTIONS

9.1 GENRE

Problem 1: Students are confused about punctuation in salutation and sign-off.

Solution 1: Although in emails to friends punctuation is not as important as in other

emails, it is good to include a comma after salutation and sign-off.

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Problem 2: Students don not understand why they need to ask and answer
questions in emails.

Solution 2: Explain again that we usually write emails to get some information, we
have a purpose.

Problem 3: Students use too formal language.

Solution 3: I will explain that they should use the same language as they use while
talking to friends on the phone. Be playful and natural.

9.2 WRITING PROCESSES

Problem 1 Mechanics: Jinan and two other students are very slow at writing so it
might take her longer than 10 mins to write a short email.

Solution 1: Tell them to focus on including three questions and layout conventions.
Their emails do not have to be long.

Problem 2: Content: Nadia and Jinan might lack ideas.

Solution 2: Use my and Emily’s emails as models, do not try being creative. Do the
bare minimum to fulfil the task. I also show them emails written by other students
who have done this lesson before. They can write a longer email at home to practise.

9.3 LANGUAGE SYSTEMS

9.3.1 Vocabulary

Problem 1: Students have problems understanding ‘to look forward to’

Solution 1: Give more examples until students understand.

9.3.2 Netspeak

Problem 2: Students do not want to use netspeak in their emails.

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Solution 2: Explain that it is ok as long as they can understand it when someone
uses it in writing. To be able to understand the meaning, however, it would be helpful
to use it in writing at least one in class.

9.4 MANAGEMENT/ AFFECTIVE

Problem1: Weaker students (Jinan, Nadia and Ghada) might find this lesson
challenging and get discouraged.

Solution1: To ensure that weaker students will stay on task while working on
netspeak and layout tasks, I have very carefully grouped students for this activity,
keeping in mind their individual strengths and weaknesses relevant to the task. Each
group is going to consist of at least one very strong student who will be coordinating
the task.

 Group 1: Fatima Ibrahim (coordinator), Nadia, Fatima Al-Fahad

Nada is the weakest in this group and will need a lot of guidance.

 Group 2: Maryam (coordinator), Nada, Ghada

Ghada is very shy but should work well in a group

 Group 3: Khawla (coordinator), Jinan, Zainab

Jinan will need a lot of guidance.

Also, I do not mind students using L1 if it helps weaker students understand the task.

Problem 2: IWB is broken.

Solution 2: I will have to change the lesson plan accordingly, i.e. skip some stages
to be able to spend at least 20 minutes on the writing stage. Without IWB ever stage
will take much longer because I will have to write feedback on the whiteboard.

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10 MATERIALS/RESOURCES

 IWB – Flipcharts (own) (follow the link 12.2)

 Handouts (own) (12.2)
 Whiteboard for emerging language

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11 PROCEDURE
Level A1/A2, Elementary 3 Date of lesson 23.08.15 Time of lesson 8.30 – 9.30 (60 mins)

Stage Aim Procedure Interactio Real Timing

n time
Lead-in Show SS picture of my friend Emily (click on the green link 12.2.1, Flipchart
To generate interest 1). Elicit some information about her (age, nationality, job) T-SS 8:30- c. 2’
and activate schemata
I ask: How old is she? Where is she from? What’s her job? 8:32
through
personalisation SS-T

Focus on STAGE 1: 7 mins T-SS 8:32 c.12

adjacency pairs -8:44
I wrote an email to Emily. Would you like to read it? It’s a real one! (YES)
(question – answer) SS-SS
I give them copies of the email. There are 4 guided discovery questions
To build up awareness below.
of communicative SS-T
Read the email quickly (Appendix click on 12.2.2, Flipchart 2 + Handout 1).
purpose and the target
reader
There are 4 questions under the email. (I point to the email displayed on
the IWB) Answer only the 1st one. You have 1 minute
1. To skim and scan ICQ: How many questions do you have to answer? (1)
the email

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 1. What is it about? (answer: She is coming to Khobar.)
2. To provide a model
of an authentic
informal email to a SS read the email again and answer 3 questions.
friend. Work with your partner. Scan the email to find answer to questions 2, 3

3. guided discovery to and 4. You have 2 mins.

encourage noticing of
2. Underline three questions in the email.
informal style
3. Which expression means that you haven’t seen someone for a long time?
(shopaholic)
4. to clarify new 4. Which word means that someone spends too much time or money on shopping?
vocabulary
(Long time no see!)
Feedback: (I nominate weaker students, Jinan, Nadia, Ghada)

STAGE 2: 5 mins
Instructions:
Would you like to read Emily’s reply? (yes)
With your partner, read the email to find answers to the questions. You

have 3 mins.
ICQ (If necessary) What do you have to do? How many questions?
I give them Emily’s email (Appendix 12.2.3, Flipchart 3 + Handout 2)

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Focus on style, Feedback on IWB: Students volunteer their answers. T-SS 8:44 – c.2
communicative Elicit: An informal email is like a quiet phone call, informal style, and playful 8:46
purpose language. Check understanding: formal and informal
8:46 – c. 6
Focus on genre I put ss in groups of 3, I define the roles and responsibilities within the group 8: 52
and language by appointing the strongest student as a secretary. The secretary will
systems. coordinate the task in each group.

To encourage
noticing of netspeak Group 1: Fatima Ibrahim (coordinator), Nadia, Fatima Al-Fahad
(a distinctive feature of Group 2: Maryam (coordinator), Nada, Ghada
informal emails)
Group 3: Khawla (coordinator), Jihan, Zainab

Instructions:
Take your pens and the e-mails with you.

Instructions:
Look at both emails. Find examples of netspeak (abbreviations) and
spell them correctly.
We do two examples open-class on the IWB. (Appendix 12.2.4 , Flipchart 4
+Handout 3)
The first team to finish is the winner! You have 5 mins.

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 Students continue in groups.
I monitor closely to check that SS are on-task and to make sure no group is
struggling.
Feedback: IWB (Appendix 12.2.4)

Elicit that spelling rules are playful and not as strict as in formal emails but it
is important to keep the target reader in mind. It is not always appropriate to
use netspeak (elicit when it isn’t appropriate)
Can you use it in an email to your grandmother? (no)
To a friend (yes)
If you reply to an email try use similar style. If someone uses nestspeak, you
can do it too.
Focus on genre STAGE 1: 6 mins S-S 8: 52- c.12’
To encourage noticing 9:04
of layout conventions
SS find examples of subject, salutation, opening, closing and sign-off in the
emails to complete the mind map. (Appendix 12.2.5, Flipchart 5 + Handout 4).
Instructions:
Find two examples for each label in both emails.
ICQ:
How many examples? (2)
In one email? (No, in 2)

We do two examples open-class on the IWB

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 Feedback: whole class on IWB to make sure everybody understands layout
conventions. Ask concept questions to clarify (punctuation, capital letters).

STAGE 2: 6 mins
Give students an email screen template and new examples of salutation,
opening etc. + labels (Appendix 12.2.6, Flipchart 6 + Handout 5). Students
need to arrange them in order on the template and label them (ex. What’s
up? – opening)

Instructions:
I have an email (show them) and cut ups (show). You need to arrange
them in the correct order. Don’t look at any other worksheets, check if
you remember). Do one example on the IWB.
The first team to finish is the winner!
ICQ: What do you have to do?

I try to give everyone a turn to contribute to make sure no one feels left out
and demotivated. I nominate students, if necessary.

Writing task 1 Display task on the IWB (Appendix 12.2.7 Flipchart 7) S-S 9:04- c.13
to put the layout Write an email to a friend who is coming to Khobar. Invite your friend to a 9:17
conventions and
restaurant, café, shop or a party. SS-T

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netspeak into Include:
personalised practice
 at least 3 questions
to give their writing a
communicative and  subject, salutation, opening, closing, sign-off and signature
meaningful purpose  4 -5 examples of netspeak (example: c u, XOXOXO)
and a sense of the
Don't forget about
target reader
 paragraphs
 full stops (.) and CAPITAL LETTERS)

SS use the first email as a model to write their informal email to a friend who
is coming to Khobar. To give them a communicative purpose and a sense of
the target reader they get a card with a name of a classmate they need to
write to.

I draw their attention to punctuation and paragraphing.

Be playful and have fun!
They get an email screen template to write on (white colour)
A time limit of 10 minutes is adhered to so that stronger Ss can write more,
weaker ones less and to take into account any differentiation.
Fast finishers check each other work for errors.

Writing task 2 I deliver emails. Now students read the email and write a reply which includes T-SS 9:17- c.10’

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freer written answers to the questions in the first email. They can use the second email as 9:27
practice a model. They get another email screen template to write on (blue paper) S

A time limit of 9 minutes is adhered to so that stronger Ss can write more, SS-T
weaker ones less and to take into account any differentiation.
Fast finishers check each other work for errors.
I deliver the replies. Students read them and decide if questions in their
emails were replied to or not.

Feedback Elicit from the students what they remember from the lesson. SS-T 9:27- c.3
9:30

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12 APPENDICES

12.1 DIAGNOSTIC TEST – INFORMAL EMAIL

12.1.1 Nadia

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12.1.2 Maryam

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12.1.3 Fatima Al Fahad

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12.1.4 Zainab

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12.1.5 Khawlah

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12.1.6 Ghada

12.1.7 Jinan

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12.1.8 Fatima Ibrahim

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 12.2 FLIPCHARTS AND HANDOUTS

12.2.1 Flipchart 1

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12.2.2 Flipchart 2 + Handout 1

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12.2.3 Flipchart 3 and Handout 2

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12.2.4 Flipchart 4 and Handout 3 +answer key

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12.2.5 Flipchart 5 and Handout 4 (Layout) +answer key

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12.2.6 Flipchart 6 + Handout 5 (Layout Matching Task + answer
key)

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12.2.7 Flipchart 7 – Writing Task

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