Distance Learning Lesson Plan 2

Title: Writing an informal email

Target skill: Independent writing

Proficiency level: Pre-intermediate

Learning objectives:

a) Understanding the proper style of writing an informal email and the difference
between formal and informal emails.
b) Identify the elements of an informal email.
c) Describe personal experience and impressions.
d) Compose short narrative paragraphs to describe past events using chronological order
and simple past tense. Use transition words and phrases to create a smooth flow of
ideas.

What students will need: Zoom/Skype, PowerPoint

Time:

a) Part I: 10 min
b) Part II: 30 min
c) Part III: 20 min
d) Part IV: 1 hour
e) Part V: 1.5 hours
f) Part VI: 30 minutes

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Part I: Brainstorm with the students the definition of the informal email (10 minutes)

• Teacher starts asking the students what an informal email means. Teacher asks
the students to brainstorm on a sheet of paper what they know about the
elements of informal and formal emails.
• Once 3 minutes is over, the students discuss the topic in virtual groups that the
teacher have divided.

Part II: Worksheet to be discussed on the informal emails (30 minutes)

• Teacher introduces the topic of informal email by giving students a worksheet to

discuss the differences between the formal and informal emails. Teacher gives the
students the time to discuss the main differences and then asks students to discuss
the differences between formal and informal phrases.
• The students are provided with two samples, one as a formal email and the other
a sample for the informal one.
• Teacher can ask students to change some of the formal phrases given into informal
in order to be familiar with the differences between them.
• Teacher asks students to identify the main elements of an informal email, such as
salutation, body, closing, signature. Teacher puts the elements in different colors
using the PowerPoint effects to be easily identified.

Part III: Describe personal experience and impressions (20 minutes)

• Teacher provides students with a sample email about her first visit to India and
goes over it with the students. After letting the students read it, the teacher asks
students to identify the elements and then the personal experiences and
impressions.
• Teacher provides 3 -5 different samples of personal emails and asks students to
identify the personal experiences and impressions. Then, the students discuss in
groups. They can be divided in other virtual groups, to think of ideas of what they
have found strange, funny, good and bad in the given sample email.

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Part IV: Drafting – individual work (1 hour)

• Teacher explains to the students the rubrics that they have previously received.
• Students will write the paragraphs in chronological order using the simple past
tense.
• Teacher asks them to write first draft on the topic assigned (e.g. write an email
about your first trip to a country you like).
• Students will submit the first draft in around 150 words through email.

Part V: Revising (1.30 hours)

• Teacher will give short written feedback through email by correcting the mistakes.
• Teacher will show the students the weaknesses and strengths of their writing.

Part VI: Discussion (30 minutes)

• Teacher will give general feedback to the entire class based on independent
writing rubrics.
• Teacher can share the best examples of the emails on the screen and ask students
to give their own examples of the phrases based on their individual work.

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 Distance Learning Platforms for Teaching

1. Webroom

With Webroom, teachers can set the type of the meeting (video+ audio or audio only), private
or open attendees, invite certain people through emails. Teachers can Invite Participants,
create Breakout Groups and switch View (share websites, GoogleDocs, YouTube, embed
videos, virtual whiteboard, pdf files, MP3 files). Students can also ask questions in the Chat
box. It is a very handy platform for teaching online. Students can receive the copy of the lesson
on their emails the next day.

The only downside is the platform can only be accessible for max. 15 attendees. This is the
layout of the platform below. You can also see the video about some other features.

2. Padlet

Padlet is one of many platforms that can be used in the classroom. It is a quick and easy way
to encourage students to interact with each other while you, the teacher, have a quick
formative assessment to track students’ understanding of a concept. Especially for writing
tasks, students would respond to a prompt and post on the bulletin board (see below), and
then they can read through their classmates’ responses, and, depending on the settings you
created, respond to each other. This gets a lesson started without involving the teacher and
can be a great way to brainstorm ideas from students.

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Teachers can also use Padlet for an exit ticket activity where students write a key point from
the lesson or an important point another student made in class. Teachers can assess if
students understand the objective(s) for the class. Teachers can also use Padlet to write a
reminder for students. Students can write things they need to have prepared for the next
lesson on a Padlet post, either a reading assignment or vocabulary activities mentioned during
the lesson.

Padlet also has a feature where students can “like” a post or even upvote or downvote a post.
If students are struggling to craft a thesis statement, I could post several examples for them
to review and either “like” posts with a well-written thesis statement or vote up or down for
a specific thesis statement. It can be done in class or as a homework activity. Plus, if I leave it
posted for students to access, they can refer to the responses when they need extra help.

Padlet lets students post video and audio responses, this becomes more than a writing
assignment. It can be student-driven discussion. During classroom interactions with students,
teachers could listen to the text, probably an audio recording that the students made.

3. Google Hangouts

Google Hangouts is Google's free video-conferencing tool that is available for teachers to use
as part of Google Apps for Education. Up to 10 participants can join a Google Hangout at a
time. It is a great way to connect the classroom with other classrooms anywhere in the world.
Teachers can use Google hangouts mostly as a tutoring/ help tool for students. Google
Hangouts is very similar to Skype and Zoom.

We can also suggest teachers to use ETS platforms, such as Writing Mentor to give feedback
on students’ writing and Relay Reader for reading activities or Amazon Alexa Skills for
practicing English speaking skills.

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 Supplementary Content Resources

1. ISL Collective

This is a one-stop shop for teachers looking for lessons that are downloadable and printable.
ISLCollective.com, a site financed by donation only, offers a huge user-fed database of ready-
to-rock lesson plans with colorful pictures and illustrations. Free registration and a fast search
interface make it a great site to frequent when you need supplemental material or a last-
minute lesson. It is basically the website from teachers to teachers.

2. Purdue Writing Lab

The website offers free resources including Writing and Teaching Writing, Research, Grammar
and Mechanics, Style Guides, ESL (English as a Second Language), and Job Search and
Professional Writing.

3. ESL Galaxy

This website is a comprehensive, one-stop, completely free ESL resource site. Teachers can
download and print flashcards, worksheets, board games, lesson plan packs, and PowerPoint
slides for the more high-tech classroom. It also provides many resources for teaching ESL to
adults, including materials on survival English and Business English.

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 Extra Writing Topics

1. Do you agree or disagree with the following statement? Parents are the best teachers.
Use specific reasons and examples to support your answer.
2. The rising levels of congestion and air pollution found in most of the world cities can
be attributed directly to the rapidly increasing number of private cars in use. In order
to reverse this decline in the quality of life in cities, attempts must be made to
encourage people to use their cars less and public transport more. Discuss possible
ways to encourage the use of public transport.
3. In many countries, the level of crime is increasing, and crimes are becoming more
violent. Why does it happen? And what can be done about it?
4. If you were an employer, which kind of worker would you prefer to hire: an
inexperienced worker at a lower salary or an experienced worker at a higher salary?
Use specific reasons and details to support your answer.
5. Whoever controls the media will dominate the opinions and attitudes of the people,
and there is little can rectify this. Do you agree or disagree?
6. You have decided to give several hours of your time each month to improve the
community where you live. What is one thing you will do to improve your community?
Why? Use specific reasons and details to explain your choice.
7. Some people believe that students should be given one long vacation each year.
Others believe that students should have several short vacations throughout the year.
Which viewpoint do you agree with? Use specific reasons and examples to support
your choice.
8. Men do most of the high-level jobs across the world. Should the government
encourage a certain percentage of these jobs to be reserved for women? What is your
opinion on that?