Lesson Plan: Review or Preview (If Applicable)

Lesson Plan
Teachers: Jean Choi & Janie Turner

Level: CEP I4
Date/Time: July 20, 2015 / 6:30-9:30pm
Goal: To produce a formal writing sample and use formal and informal language for requests
Objectives (SWBAT):
Students Will Be Able To
1. Understand and identify the elements in a formal email.
2. Brainstorm, construct, and write a draft of a formal email together and on their own.
3. Understand the use of the phrase Do you mind and the use of negative questions.
Theme: Formal and informal language
Extensions: Students can extend these language skills into their everyday lives, in conversation, reading,
writing, etc.
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Time
Review or Preview (if

applicable)
Ts go over the class agenda.
T-S
2 min
Warm-up:
What did you do over the weekend?
T-S, S-S
5 min
Linking & Transitioning to rest of lesson:

Please take out your workbook HW.
Activity 1: HW review
(Janie leads)
Transition to #2: Were you

able to find examples of
present perfect & simple past
in your reading?
Activity 2: HW/present
perfect vs. simple past review
(Jean leads)
1.1 Pre-Stage:
S
Ss turn to their HW in their Workbooks (p. 4,
Practice #7)
1 min
1.2 During-Stage:
Ss compare answers w/each other.
S-S
5 min
1.3 Post-Stage:
Review as a class & answer any Qs.
T-S, S-S
2 min
2.1 Pre-Stage:
Ss take out their Reading
Logs and the present perfect &
simple past examples they found in
T-S, S-S
5 min
their books.
Ts check Ss progress &
briefly answer any Qs about the
Reading Logs.
Transition to #3: Have you

ever had to write a
letter/email in English?
Activity 3: Informal vs.

formal letter writing
(Jean leads)
S-S
5 min
T-S, S-S
2 min
T-S, S, S-S
10 min
T-S, S-S
10 min
T-S, S-S
5 min
T-S, S-S
5 min
S-S
15 min
2.2 During-Stage:
Ss write their examples on the board &
review together.
2.3 Post-Stage:
Review as a class.
3.1 Pre-Stage:
T hands out the different
letters.
Ss read them over.
In pairs, Ss figure out what
the differences are.
3.2. During Stage:
Which one is
formal/informal? Why?
Ss brainstorm on butcher
paper, elements of a formal email
(vs. informal)
3.3 Post-Stage:
Review as a class.
Transition to #4: Lets write

our own letter!
Activity 4: Task-oriented
group work - Writing a
formal email
(Jean leads)
Tangible Outcome & T. feedback/peer

feedback: Formal vs. informal email samples
and butcher paper with formal email
elements ideas.
4.1 Pre-Stage:
Ss are divided into two
groups (or just as a class, if there are
few Ss).
Ss brainstorm on butcher
paper: When would you have to
write a formal email?
4.2. During Stage:
Each group chooses 1

situation from the brainstormed list.
Ss draft their formal letter
together in their groups.
S-S, T-S
4.3 Post-Stage:
Groups exchange their
letters w/each other.
Are the formal email
elements that we went over (in the
previous activity) present?
Groups give advice/feedback
Transition to #5: Lets change
to each other on things to fix to make
gears to review the questions
it fit the formality.
you brought up last week
about negative questions &
the expression Do you
feedback: Brainstormed list on butcher paper.
mind.
Completed draft of formal email.
Activity 5: Negative
questions
(Janie Leads)
5.1 Pre-Stage: Write a few negative

questions on the board. Have Ss guess their
meaning.
5.2. During Stage: Have Ss create their own
negative questions.Discuss the possible
meanings as a class.
5.3 Post-Stage: Have Ss practice reading the
negative questions with different emotional
intonations.
Transition to #6:
Activity 6: Do you mind?

Very polite requests and
permission
(Janie leads)

feedback: Fluency practice, intonation
practice, create own negative questions
6.1 Pre-Stage:Ask Ss when they need to be
very polite. Teach answers to mind questions
6.2. During Stage: Practice making and
responding to mind questions.
6.3 Post-Stage: Think of your own mind
questions. Ask your partner.
10 min
Transition to Wrap-Up:
Please fill out an Exit Ticket
before you leave.

feedback: fluency practice, mind questions,
textbook page
Wrap-up
Lesson Evaluation Procedures:

Exit Tickets
5 min
Homework:
Finish writing your email. Make sure that it
includes the elements you need in a formal
email. Send Jean & Janie a copy by 3pm
tomorrow.
T-S
2 min
Materials: On Target 2, On Target 2 listening, On Target 2 Workbook, whiteboard, whiteboard markers,

informal email vs. formal email activity, formal email elements cheat sheet, butcher paper, markers, tape.
Anticipated Problems & Suggested Solutions: Students may take longer with the writing assignment than
planned for and/or they may struggle with the writing. If this happens, teachers can assist by breaking
down the letters into its sections and elements.
Contingency Plans (what you will do if you finish early, etc.):
Post-Lesson Reflections:

Lesson Plan: Review or Preview (If Applicable)

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Lesson Plan

Teachers: Jean Choi & Janie Turner

Review or Preview (if

Ts go over the class agenda.

Linking & Transitioning to rest of lesson:

Transition to #2: Were you

Transition to #3: Have you

Activity 3: Informal vs.

Transition to #4: Lets write

Tangible Outcome & T. feedback/peer

Each group chooses 1

5.1 Pre-Stage: Write a few negative

Activity 6: Do you mind?

Tangible Outcome & T. feedback/peer

Tangible Outcome & T. feedback/peer

Lesson Evaluation Procedures:

Materials: On Target 2, On Target 2 listening, On Target 2 Workbook, whiteboard, whiteboard markers,

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