Writing Formal and Informal Emails


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Objective:

Writing emails in order to ask and give information about family and friends

Writing emails in order to ask and give basic information about different institutions, tasks and responsibilities.


Vocabulary

  • Reply
  • Reply to all
  • Delete
  • Forward
  • Email Address
  • From
  • To
  • C.C (Carbon Copy)
  • BCC (Blind Carbon Copy)
  • Subject
  • Attachment
  • Send
  • Open
  • Links
  • Address Book
  • Domain Name
  • Compose
  • Write
  • Inbox
  • Draft
  • Contacts
  • Recipient
  • Senders
  • Subject
  • Folders

 Key Phrases

Starting and Finishing Emails

Formal and Informal

More expressions for writing emails available here 


Schema Activation

Students start the class by discussing this issue

“You are overwhelmed with work”

 


Pre-Task

  1. Students watch the video “Talking about Email” and note down important phrases that might be useful for a later task
  2. Students watch the video Email “DOs and DON’Ts”and note the parts of an email
  3. Student watch about abour “Greetings and Closings” and note down the ones that can be useful to them
  4. Students are going to read the informal email and answer questions about them. They also pay attention to the structure of an informal email
  5. Students answer a kahoot quiz to review key phrases and vocabulary.

Task

Students are gonna write a formal and Informal Emails


Post-Task

Students  are going to answer a quiz with questions related to formal and informal emails


 

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Negotiation in Different Contexts


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Vocabulary

Stating an opinion

  • In my opinion…
  • The way I see it…
  • If you want my honest opinion….
  • According to Lisa…
  • As far as I’m concerned…
  • If you ask me…

Asking for an opinon

  • What’s your idea?
  • What are your thoughts on …..?
  • How do you feel about that?
  • Do you have anything to say about this?
  • What do you think?
  • Do you agree?

Expressing agreement

  • I agree with you 100 percent.
  • I couldn’t agree with more.
  • That’s so true..
  • You’re absolutely right.
  • Absolutely.
  • That’s exactly how I feel.
  • Exactly.
  • I’m afraid I agree with James.
  • You have a point there.
  • I was just going to say that.

 Expressing disagreement

  • I don’t think so.
  • (strong) No way.
  • I’m afraid I disagree.
  • (strong) I totally disagree.
  • I beg to differ.
  • Not necessarily.
  • That’s not always true.
  • That’s not always the case.
  •  I’m not so sure about that.

Pre-Task

  1. Students review vocabulary to agree and disagree with something using a quizlet set.
  2. Students are given a set of sentences and they have to tell to their classmates if they disagree with them or not.
    1. People must retire at the age of 65.
    2. People should be allowed to drive when they are 15.
    3. People should work  a maximum of 40 hours a week.
    4. Maternity leaves should last 6 months and not three.
    5. People should have at least 21 days of vacations a year.
  3. Students listen about some employees discussing about a company retreat, students listen and complete the sentences.
  4. Students practice the conversation in pairs.
  5. Student create a similar conversation using the previous model as a base.

Main Task

  1. Students create a conversation about an office that they wish to rent for their business in Liberia.

Post-Task

  1. students  complete a exercise in which they hear a statement and they reply using some of the vocabulary studied here

 


 

 

 

Webquests: The Four Skills


Listening

Introduction 

These past few weeks, we have studied about how to teach the four skills, today we are going to reinforce that knowledge.


Task

The student will  visit several english teaching sites and resources so they can learn more about how to teach listening, reading, speaking and writing.


Process

  1. The task will be divided in four parts, students will visit reliable sources and they will answer a worksheet.

Reading

  1. Read the definitions about skimming and scanning and understand the difference between both reading techniques.
  2. Read the post “Example of pre-reading activities” and learn more about the importance of pre-reading activities and identify the ones that can be useful to you in your teaching.
  3. Read the blog post Why to Activate your ESL Students’ Background Schema and learn what background schema is, why it is important to activate and activities to activate it.

 Listening

  1. Read the blog post called  Pre-listening activities and learn more about the importance of pre-listening activities
  2. Read the blog post called a framework for planning listening skills lessons and learn more about the while-listening and post-listening stage

Speaking

  1. Watch the video called  Techniques and learn more about the topic from experts.
  2. Watch the video called activities and learn more about the experts have to say about the topic

Writing

  1. Read the document “Presentation, Practice and Production” and learn more about this framework used to teach writing.


Evaluation

The student’s knowledge will be measured by the ability of the student to answer the following worksheet.


Conclusion

If the students makes this learning a meaningful one, he or she would be able to pass future evaluations successfully.