Name of the Teacher Date Level of the class Length of lesson
Justine Hewitt 5 July 2021 C1- Advanced 60 min
Lesson Type:
Business English- Functional Language
Lesson Topic:
Writing a formal email:
-Introducing formal and informal greetings
- Introducing email etiquette
- Writing emails with arrangements/enquiries as topics
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able By the end of the lesson, students will have…
to…
-Students will be able to identify and recognize formal - Present Outcome: correctly identified meaning, form &
and informal email greetings and use them practically pronunciation of the new phrases connected to email
with email writing worksheets. etiquette and writing.
- Students will be better able to talk about business - Practice Outcome: correctly used the new phrases in
email writing etiquette, and practice composing and various worksheet activities while considering what
replying to emails, making arrangements and etiquette methods are important to remember and apply
enquiries. This will be good practice for in - company (whether formal or informal email writing, when making
students, both groups and individuals. arrangements/enquires).
- Students will be better able to identify meaning, - Production Outcome: practiced the new phrases and
1
,form and correct pronunciation of key phrases used pronunciation of words by reading and through eliciting of
in business emails. language.
Anticipated difficulties: Suggested solutions:
1. Run on sentences in email writing where 1. Punctuation must be taught as a complete class in
they have to combine two or more future lessons, as it’s important to go into quite some
complete thoughts without proper detail in using the correct punctuation. Make notes of
punctuation between clauses. where students make mistakes in run on sentences,
not pausing between full stops, or commas, and mark
2. Overuse of phrases such as "sincerely" and this as something to focus on in a future lesson.
"kind regards" or getting confused between
phrases like "best wishes" and "all the best” 2. It's important for students to firstly know that there is
3. Incorrect usage of email greetings, where no wrong or right when writing informal emails. If you
informal greetings are used in formal writing, address a loved one, writing what feels comfortable
making it seem uncomfortable and to you is more important, otherwise the email might
unprofessional to the reader. sound impersonal. For formal writing however, quite
the opposite can be applied. Writing to an important
4. Students not willing to speak up in front of client vs. writing to a colleague who you have known
class, or being shy in case they cause disruption for a while, is quite different in style, language and
or are afraid of making mistakes. This is due to format. Focus on meaning of different phrases. If the
typical Japanese culture and society; thus, student understands that "sincerely" means in a
students are often reluctant to speak state sincere or genuine way, and "kind regards" means a
their own opinions separate from the group. semi - formal valediction to usually end an email off
2
, with a farewell, and that both these phrases must be
5. Another problem could be class size. used in formal writing, it will be easier for them to
Students might find it difficult to work in small differentiate between different phrases. Handing out
groups and for teachers to be able to give the info graphic sheet on formal and informal
assistance to each group in the limited time greetings is important here, as students can then
frame. The noise level can also get review while writing which phrase is more suited.
overwhelming, and the shyer, quieter students
might slip through the cracks and not get
enough practice or speaking time. 3. Once again here the meaning and form must be
introduced at an early stage. Handing out the info
6. The consonant sound "r" and "l” are two of graphic sheet will help the student to identify the
the most problematic sounds for Japanese different greetings and which is more appropriate.
students, being that these two sounds do not
exist in the Japanese language at all. Japanese 4. In overcoming this difficulty, the teacher must learn to
speakers find it difficult to distinguish between not see this as a difficulty but rather as an advantage.
these sounds. Words like dear, take care, The teacher must show respect to their beliefs and
sincerely and sir might be problematic when it culture. Building a relationship with students and
comes to pronunciation. encouraging them to not disagree with another
student, but to rather give another idea to the ones
already mentioned, might be a way to reach a shy
student.
5. The problem here lies in the teacher being able to
manager his / her time correctly to reach all of the
3
Justine Hewitt 5 July 2021 C1- Advanced 60 min
Lesson Type:
Business English- Functional Language
Lesson Topic:
Writing a formal email:
-Introducing formal and informal greetings
- Introducing email etiquette
- Writing emails with arrangements/enquiries as topics
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able By the end of the lesson, students will have…
to…
-Students will be able to identify and recognize formal - Present Outcome: correctly identified meaning, form &
and informal email greetings and use them practically pronunciation of the new phrases connected to email
with email writing worksheets. etiquette and writing.
- Students will be better able to talk about business - Practice Outcome: correctly used the new phrases in
email writing etiquette, and practice composing and various worksheet activities while considering what
replying to emails, making arrangements and etiquette methods are important to remember and apply
enquiries. This will be good practice for in - company (whether formal or informal email writing, when making
students, both groups and individuals. arrangements/enquires).
- Students will be better able to identify meaning, - Production Outcome: practiced the new phrases and
1
,form and correct pronunciation of key phrases used pronunciation of words by reading and through eliciting of
in business emails. language.
Anticipated difficulties: Suggested solutions:
1. Run on sentences in email writing where 1. Punctuation must be taught as a complete class in
they have to combine two or more future lessons, as it’s important to go into quite some
complete thoughts without proper detail in using the correct punctuation. Make notes of
punctuation between clauses. where students make mistakes in run on sentences,
not pausing between full stops, or commas, and mark
2. Overuse of phrases such as "sincerely" and this as something to focus on in a future lesson.
"kind regards" or getting confused between
phrases like "best wishes" and "all the best” 2. It's important for students to firstly know that there is
3. Incorrect usage of email greetings, where no wrong or right when writing informal emails. If you
informal greetings are used in formal writing, address a loved one, writing what feels comfortable
making it seem uncomfortable and to you is more important, otherwise the email might
unprofessional to the reader. sound impersonal. For formal writing however, quite
the opposite can be applied. Writing to an important
4. Students not willing to speak up in front of client vs. writing to a colleague who you have known
class, or being shy in case they cause disruption for a while, is quite different in style, language and
or are afraid of making mistakes. This is due to format. Focus on meaning of different phrases. If the
typical Japanese culture and society; thus, student understands that "sincerely" means in a
students are often reluctant to speak state sincere or genuine way, and "kind regards" means a
their own opinions separate from the group. semi - formal valediction to usually end an email off
2
, with a farewell, and that both these phrases must be
5. Another problem could be class size. used in formal writing, it will be easier for them to
Students might find it difficult to work in small differentiate between different phrases. Handing out
groups and for teachers to be able to give the info graphic sheet on formal and informal
assistance to each group in the limited time greetings is important here, as students can then
frame. The noise level can also get review while writing which phrase is more suited.
overwhelming, and the shyer, quieter students
might slip through the cracks and not get
enough practice or speaking time. 3. Once again here the meaning and form must be
introduced at an early stage. Handing out the info
6. The consonant sound "r" and "l” are two of graphic sheet will help the student to identify the
the most problematic sounds for Japanese different greetings and which is more appropriate.
students, being that these two sounds do not
exist in the Japanese language at all. Japanese 4. In overcoming this difficulty, the teacher must learn to
speakers find it difficult to distinguish between not see this as a difficulty but rather as an advantage.
these sounds. Words like dear, take care, The teacher must show respect to their beliefs and
sincerely and sir might be problematic when it culture. Building a relationship with students and
comes to pronunciation. encouraging them to not disagree with another
student, but to rather give another idea to the ones
already mentioned, might be a way to reach a shy
student.
5. The problem here lies in the teacher being able to
manager his / her time correctly to reach all of the
3
