General aim To introduce students to …

By the end of the lesson, students will be able to

 Infer new words from the sample text and other useful words to use in
their letters later on.
Specific learning outcomes  Write about personal interests in some detail.
for the session  Can write personal emails/letters giving some details of events,
experiences, and feelings.
 Can use simple cohesive devices such as repetition in a structured text.
 Can write a simple outline for an email to a friend, given a model.

Vocabulary
Matching with the right pictures (students can practice guessing the
meaning of new unknown words within contexts)

Objectives:
Students are able to infer new words from the sample text and other
useful words to use in their letters later on.
Words are also attached with the target tenses
Adjectives to describe new life
Nouns
Grammar
Verbs (turn to simple present and present perfect)
Pattern of Teacher’s Students’
Resources
Interaction activities activities
 T-Sts The teacher Students listen  Text (Question – Answer)
 Sts-Sts clearly to the 1. How many paragraphs can you
explains to teacher’s recognise?
students that instruction. 2. What are the structures of each
before they paragraph?
are involved in Then, students 3. Can you identify the main topic of
the stage of work in pairs each paragraph?
writing a letter and give their 4. Is this letter a formal or an informal
by themselves, answers. letter? How can you know that?
there are 5. What are the tenses that are mainly
certain used in this letter?
features they
need to
understand.

Teacher
delivers a
handout
including
questions
related to the
structure of
the letter, the
main tenses,
and the
formality.
 Teacher goes
around and
gives support
if need be in
the form
provoking
elaborate
answers

Teacher
confirms and
elaborate
students’
answers
T-Sts The teacher Students listen  Text and pictures
explains the to the
Sts – Sts reason of the teacher’s Exercise 1
vocabulary- instruction. Students read the words accompanied by
Sts – T related each context in column A and match each
exercise that Students work of the words with the images or videos in
T - Sts students can in pair to do column B.
practice the the exercise Column A
ability of 1. Brick-and-mortar stores
inference Students give Many customers prefer to buy clothes at
possibly answer in pair brick-and-mortar clothing shops instead
unknown of ordering fashion items online.
words in the (Optional)
text and other Students 2. A policy
words related follow the The government has put into use an
to tourism comprehensio important policy to support businesses in
topic. n checks from producing environmental goods.
the teacher.
The teacher 3. Adopt
requires The local authorities have adopted
students to certain strategies to help the local
look at farmers be more aware of their farming
Exercise 1 in practices.
the provided
handout. 4. Tourist destinations
I have visited some famous tourist
Teacher goes destinations in London, such as Big Ben
around and and the Thames river.
gives support
if need be. 5. Hospitable
When I visited Greece last summer, I was
The teacher amazed by the hospitable nature of the
invites each locals
pair to give
answer and
asks for 6. Bidets
further After a long day of exploring Paris,
explanation (if tourists return to their hotel rooms, where
needed) the modern amenities include luxurious
bathrooms equipped with bidets.
(Optional) The
teacher make Column B (IMAGES/ GIF)
comprehensio 1. Brick-and-mortar stores
n checks by
using “L1
Transfer” if
possible (to be
more specific,
the teacher
confirms the
meaning of
the included
2. A policy
words in this
exercise in L1
language”.

3. Adopt

4. Tourist destination
 5. Hospitable

6. Bidets

T – Sts The teacher  Students  Text

explains the listen to Exercise 2
Sts – Sts reason of the the Give the correct form of the verb in the
grammar- teacher’s brackets
Sts – T related instruction.
exercise that 1. My government (adopt)
 students can _________________ a few new solutions to
T – Sts practice using  Students financially support single parents since
the correct work in 2008
form of the pair to do
simple present the
and present exercise 2. My family (visit) _________________
perfect. almost all tourist destinations in the
 Students North of England until now.
The teacher give
requires answer in
students to pair 3. My family and I always (spend)
look at _________________ time having meals
Exercise 2 in together because it helps us to connect
the provided with each other more deeply.
handout.
4. My country (contribute)
Teacher goes _________________ the global peace since
around and we became an official member of the
gives support UNSC (United Nations Security Council).
if need be.

The teacher
invites each
pair to give
answer and
asks for
further
explanation (if
needed)