GRADE: the XIth A (students aged 17 – 18)
LEVEL: Upper Intermediate
TEXTBOOK: Upstream
TITLE OF THE LESSON: Crossing Barriers
TYPE OF THE LESSON: Writing - Lessons of fixation of knowledge and of developing skills and abilities
SUBJECT: Writing letters – formal and informal style
TIME: 50 minutes

- To understand the information about formal and informal styles;
- To apply the given situation in writing;
- To underline the key information;
- To discover the meaning of certain expressions and to use them in contextual situations;
- To make students confident in using their skills;
- To stimulate students imagination and creativity.
- To develop the ability of writing letters on a given topic.

TECHNIQUES USED: Receptive skills: reading
Productive skills: speaking and writing
TEACHING AIDS: textbooks, notebooks, blackboard, magazines extracts
ORGANISATION: frontal, individual work, pair work

Students may find it hard to express themselves fluently in English
Students may not know what to say about formal and informal styles
Teacher should group weaker students with more advanced ones so as the former to be helped by the latter.



Activity 1 Greets the students, asks who is absent. Answer the teacher’s.
5’ Asks the Ss if they ever write letters, who to, why, Think of letters written before, what type of T – Ss
whether they like writing letters, whether they letters they have written, and of what they have Ss – T
find it hard, etc. studied in the previous lessons.. IW
Begins by asking the Ss if they remember the Answer the T’s questions and think of possible
structure of a letter, the styles used in English, and questions regarding the articles describing a place.
the tenses and grammar structures applied. T – Ss
Activity 2 Asks the Ss to go through the rubric and elicits the Read the rubric, underline the key information PW
10’ key information and the answers to the questions. and answer the questions. Ss – T
Writes the information on the board.
Asks the Ss to solve some exercises: Ss read the letters and decide which one is good,
Explains that of the two letters, one is good and and what is wrong with the other one. For b and c
Activity 3 30’ one is bad. they answer the questions connected to model A T – Ss
and B. PW
Goes through the language for giving advice, Ss highlight the advice phrases in model B, and Ss – T
gives Ss a minute or two to highlight the advice replace them with other appropriate ones from the
phrases in model B. For b directs Ss to each table.
problem and elicits which advice is appropriate Complete the task.
for each one.
Reminds Ss that the way a letter begins and ends Answer the T’s questions and solve the given task.
is very important, therefore presents the opening
and closing remarks used for informal style. Read the two fragments, answer the T’s questions
Allows the class a minute or two to decide on the and fill in the gaps.
style used in each extract, checks Ss answers and Complete the task in pairs.
asks them to solve the exercise. For exercise 7 Ss do the exercise on their own,
Explains the task, helps Ss with the first item as then check round the class.
an example and asks them to complete the
exercise in pairs.
Activity 4 5’ Decides that the Ss’ homework for the next time Pay attention to the teacher’s explanations.
should be two letters, a formal and informal one. Read the tasks and write down in their notebooks T - Ss
the extra information that the teacher gives.