LEVEL: Upper Intermediate
TEXTBOOK: Upstream Upper Intermediate
TITLE OF THE LESSON: Moods and Feelings
TYPE OF THE LESSON: Writing - Lessons of communication of new knowledge
SUBJECT: Writing transactional Letters
TIME: 50 minutes

- To arouse the pupils’ interest in the subject of the new lesson
- To develop communication during class
- To check comprehension
- To make students use their previous knowledge
- To stimulate students’ imagination
- To raise expectations and to create involvement;
- To understand what transactional letters are and when they can be used;

Students may find it hard to express themselves fluently in English
Students may not know what to say about transactional letters
Teacher should group weaker students with more advanced ones so as the former to be helped by the latter.
Teacher should also direct students to previous lessons.


Warm-up Greets the students, asks who is absent. Answer the teacher’s.
5’ Asks the Ss what they know about letters and Think of transactional letters and answer the T – Ss
write the title of the lesson on the board - T’s questions by thinking of what they have Ss – T
Writing transactional letters studied before about letters. IW
Begins by explaining that transactional letters Think of what they might write in a
are usually written in response to some transactional letter and tell the T what they
written information (e.g. an advertisement, a think: T – Ss
Presentation & letter, an invitation, etc) as well as visual A transactional letter should contain an PW
Performance 10’ prompts (e.g. a map, a diagram, etc.), and appropriate greeting (Dear Sir, Dear Ss – T
elicit from the Ss what a transactional letter Madam), an introduction which gives the
and a paragraph should contain. opening remarks and the reason for writing;
the main body is divided into separate
paragraphs, and each paragraph deals with a
different topic; the ideas should be linked with
appropriate linking words or phrases; and a
conclusion which summarizes the points in
the main body, includes closing remarks
followed by an appropriate ending.
Tells the Ss that it is important to include all Write into their notebooks the information
the factual information given in the rubric given by the T.
using their own words, and to use a style that
is appropriate to the target reader.
Asks a student to read a rubric, underline the Read the rubric, underline the key words and
key words and elicit answer to the questions: answer the T’s questions.
Who is the target reader? , What style of
writing would be most appropriate?, What is
your reason for writing?, What information
should you include in the introduction?, How
many main body paragraphs will you write?,
How could you end the letter?.
Goes through the theory box dealing with any
Asks the Ss to solve some exercises: Complete the task and answer the questions.
For exercise 2, the T explains that this task
Feed back 15’ tests Ss’ ability to recognise writing styles and T – Ss
that the semi-formal style is the most PW
appropriate style for this type of letter. Ss – T
For ex. 3 explains the task and asks Ss to read Complete the task.
the advertisement and notes, and points out
that indirect questions are needed for a semi-
formal style of writing and the fact that
grammatical change is needed – from direct to
indirect questions.
For ex. 4 explains the task and read out the Complete the task in pairs.
extract. For ex. 4b explains the task and points
out that the style of the extract is too informal.
Elicits an answer for the first sentence and Complete the task in pairs.
write it on the board.
For ex. 6 explains the task, the T allows Ss Do the tasks, answer the questions, and give
some time to read the two models and remind reason for their choices. T – Ss
Assessment 15’ them that when choosing the most suitable PW
model they should think about the factors Ss - T
related to the style and tone of the letter, as
well as how well it answers the question.
For ex. 7 and 8 the T explains the tasks and Complete the tasks in pairs.
allows Ss some time to solve it.
For ex. 10 the T explains the task and asks Ss Complete the tasks in pairs and underline the
to underline the key words.. key words.
Setting homework 5’ Decides that the Ss’ homework for the next Pay attention to the teacher’s explanations.
time should be ex. 11 page 38. Read the tasks and write down in their T - Ss
notebooks the extra information that the
teacher gives.