UNIT 1: FAMILY CHORES

Lesson 1.7: Writing

I. OBJECTIVES
By the end of this lesson, Ss are expected to achieve the following objectives:
1. Knowledge:
- Vocabulary: Phrases used to write an informal email.
- Grammar: present simple tense
2. Competencies:
a. General competencies:
Develop collaboration skills in the 6Cs of the 21st century skills framework: working in pairs and in teams.
b. Specific competencies:
Improve communicative competence related to writing skills and use of language (vocabulary, phonetics, grammar)
● For a language lesson: Ss are expected to know the meaning of the keywords used to describe household chores, the
outline of a personal email, and understand the main grammatical points, then do the tasks assigned in the textbook.
● For a skills lesson: Ss are expected to use their writing skills to practice writing a short personal email to a new friend to
describe household chores.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the lesson

II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker
Students: Textbooks, notebooks

Language analysis

Writing an informal email

 Start the email with:
Dear, Hello, or Hi + the person’s name
 Use contractions:
I am = I’m It is = It’s
 Useful phrases at the beginning of the email:
I’m ... (your exchange parnter).
 Ask questions:
What are you doing today? Do you have any chores to do?
 Useful phrases at the end of the email:
Write soon.
Say hello to (your parents).
Have a great time! Write soon/ in October.
 Finish the email with a friendly goodbye:
All the best,
Bye for now,
Love (if you write to a good friend),

Assumptions
Anticipated difficulties
- Ss may want to use their own suggestions but
they may not know how to express their ideas
in English.
- Ss in weaker classes may not know how to
Solutions
- Be ready to provide them with words/ phrases which
they can use to express their ideas in English.
- Provide them with some connectors and some
examples.
 use connectors correctly to link sentences. - Give them some basic information about the structure
- Ss may not know the structure of a paragraph. of a paragraph.

Board Plan

Date of teaching
UNIT 1: FAMILY CHORES
Lesson 1.7: Writing
* WARM-UP
Activity 1: Choose three household chores that you enjoy doing and three you don’t. Tell your partner about them.
LEAD IN
I. Pre-writing
Activity 2: Read the email and asnwer the questions
II. While-writing
Activity 3: Completing the email
Activity 4: Answer the questions
Activity 5: Write an email (120-150 words) to Nam to describe your household chores.
III. Post-reading
Peer-checking
* WRAP-UP
* HOMEWORK

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Task delivering
** Task performance
*** Judgment
**** Report and discussion

Stage Stage aim Procedure Interaction Time

WARM-UP - To recall ACTIVITY 1: CHOOSE THREE HOULDHOLD CHORES THAT 5
words to talk YOU ENJOY DOING AND THREE YOU DON’T. TELL YOUR mins
about PARTNER ABOUT THEM (p.13)
household
chores that - T goes over the list of household chores in Exercise 1. T-S
they’ve
- T asks Ss where each of these chores is normally done.
learned in this
unit. - T puts Ss in pairs and asks each student to choose three household
chores from the list that they enjoy doing and three that they do
not enjoy doing.
- T asks Ss to tell their partners about their choices and explain the
reasons.
- Ss work in pairs to do the task. S-S
- T asks some Ss to present their works.
T-S
- T develops further discussion if needed.

LEAD IN - To lead in to Guessing game: 3

the topic - T quotes some sentences from the email in exercise 2 and ask Ss to T-S mins
 guess the kind of the writing.
- Ss do as instructed.
- Ss work individually S-S
- T calls some Ss to give their answers. T-S

Some sentences:
- Today I have to stay at home and help my family clean the house.
- I wish I could do that instead of washing the clothes.
- Tell me what you are doing today?
- Hi Holly,
- Bye for now

Suggested answer:
Ss’ answers may vary
PRE- - To analyze ACTIVITY 2: READ THE EMAIL AND ANSWER THE 10
WRITING the writing QUESTIONS. (p.14) mins
samples. T-S
- T asks Ss to read the email in Exercise 2 in three minutes.
- T asks Ss to discuss the question with their partner in one minute
without looking at the text.
- T asks Ss to scan through the text to confirm the answers.
S-S
- Ss work in pairs to complete the task.
- Invite some Ss to discuss. T-S
- Check with the whole class.

Answers:
1 Twice a month
2 dusting the furniture, vacuuming the floor and washing clothes
3 vacuuming the floor
4 washing clothes
5 Overall he doesn’t like doing housework.

- T refers to the WRITING FOCUS box and explain the

characteristics of an informal email.
- T asks Ss to find out these expressions in the mail in Exercise 2.
Underline these expressions.
WHILE- - To practice ACTIVITY 3: COMPLETE THE EMAIL. (p.13) 17
WRITING writing short mins
sentences or - T refers to the WRITING FOCUS box and explains the T-S
a completed characteristics of an informal email.
personal
- T asks Ss to use the expressions from the WRITING FOCUS box
email to a
new friend to complete the email in Exercise 3.
to describe - Ss fill in the blanks. S-S
household
chores. - T and Ss check. T-S
- T develops further discussion if needed.

Answers:

1 Hello / Dear / Hi
 2 I’m
3 you interested in
4 the best

ACTIVITY 4: ANSWER THE QUESTIONS. (p.13)

- T guide Ss to do Exercise 4. T-S

- T puts Ss in pairs.
- T has Ss complete the chart about themselves then ask their S-S
partner.
T-S
- Ss works in pairs.
- T and Ss check.
- T develops further discussion if needed.

ACTIVITY 5: WRITE AN EMAIL (120 – 150 words) to Nam to

describe your household chores. (p.13)
T-S
- T tells Ss to imagine they are Holly and to use what they have
 learned from the WRITING FOCUS box to write an email to
Nam using their notes from Exercise 4. S-S
- Ss write an email to Nam.
T-S
- T asks Ss to proofread their writing.
- T develops further discussion if needed.

POST- - To revise PEER CORRECTION 7

WRITING their writings T-S mins
based on - T give Ss instructions for the next task.
feedback from S-S
- Ss work in groups to swap their writings. They take turns to read
their partners.
their friends’ paragraphs and follow the rubric to check.
- Ss re-edit their paragraph if necessary. T-S
- T walks around to take notes and give general comments.
- T develops further discussion if needed.

Ss may say:
● I think it’s not a topic sentence.
● I think it’s not an appropriate phrase to use.
● I think you have a mistake here. It should be …

WRAP-UP To help - T asks: What have you learnt today? T-S 2

 students We have practised writing a short personal email to a new friend mins
memorise the to describe household chores.
content of the
lesson
HOMEWORK - To review - Do exercises on Workbook page 11. 1 min
the lesson and
- Prepare Unit 1 Lesson 8 - Speaking.
prepare for the
next lesson.