Name of the Teacher Date Level of the class Length of lesson
Advanced- Level 60 mins
Lesson Type:
Writing a formal email
Lesson Topic:
● To identify informal and formal emails with functional Language in work related situations.
● To introduce basic formal email writing etiquette.
● To produce professional email making arrangements and inquiries.
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able By the end of the lesson, students will have… the ability to
to… confidently write formal or informal emails/letters for
Communicate professionally daily with others by international clients at work specifically in the context of
composing a formal email/letter by using functional making arrangements and making enquiries. Students will
language in the context of scheduling meetings, practice their pronunciation and will learn new functional
making arrangement and making inquiries. language to use in work related situations.
1
,Anticipated difficulties: Suggested solutions:
1. Japanese speakers struggle to pronounce the /r/ 1. As students don’t have a /l/ sound and /r/ sound is
and /l/ sounds and often get them mixed up. different to the /r/ sound in English I will focus on
Students struggle to tell the difference between minimal pairs to help students practice the
these two sounds. difference and pronunciation of functional
Language.
2. As the Japanese Language does not have 2. I will introduce articles and explain the importance
articles, students struggle with using definite of an article and remind students that in English we
and indefinite articles. Students will leave them need a subject with every sentence and that is often
out completely. Japanese Language also don’t a pronoun. I will monitor students and help and use
use pronouns very often and doesn’t have drilling where needed.
prepositions and might get confused how to use
this in English Language.
3. Students might be shy to speak as they have 114 3. I will divide students in groups as they will be more
clear vowel sounds and consonants in Japanese comfortable discussing topics in groups as this will
while English has 1200 different pronunciation make them feel more comfortable. Student will
mechanism and might be challenging to focus on pronunciation with each stage and
pronounce the words correctly. hopefully students will feel comfortable speaking
English at the end of the lesson.
2
, Target Language Analysis
Include an analysis of the target language you will present in order for your learners to complete the ‘real-life’
task you have chosen.
● Choose your set phrases (8-12 is appropriate)
● Analyse them in a paragraph or table
● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing),
plus anything else you think is interesting
Language item Function /use/ Meaning Features of Concept Questions
Pronunciation
1. “To whom it may ● If you don’t know the ● Do you know the person
concern” name or person who Punctuation who you are writing to?
you are writing the (writing) (No)
Phonetic:
email. ● Are you asking a
/tu: hu:m ɪt meɪ kənˈsɝːn/
● Widely used in question? (No)
business
correspondence when
the recipient’s name or
title is unknown.
2. “Dear Mr, ● If you know the name Punctuation (writing) ● Do you use the persons
3
Advanced- Level 60 mins
Lesson Type:
Writing a formal email
Lesson Topic:
● To identify informal and formal emails with functional Language in work related situations.
● To introduce basic formal email writing etiquette.
● To produce professional email making arrangements and inquiries.
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able By the end of the lesson, students will have… the ability to
to… confidently write formal or informal emails/letters for
Communicate professionally daily with others by international clients at work specifically in the context of
composing a formal email/letter by using functional making arrangements and making enquiries. Students will
language in the context of scheduling meetings, practice their pronunciation and will learn new functional
making arrangement and making inquiries. language to use in work related situations.
1
,Anticipated difficulties: Suggested solutions:
1. Japanese speakers struggle to pronounce the /r/ 1. As students don’t have a /l/ sound and /r/ sound is
and /l/ sounds and often get them mixed up. different to the /r/ sound in English I will focus on
Students struggle to tell the difference between minimal pairs to help students practice the
these two sounds. difference and pronunciation of functional
Language.
2. As the Japanese Language does not have 2. I will introduce articles and explain the importance
articles, students struggle with using definite of an article and remind students that in English we
and indefinite articles. Students will leave them need a subject with every sentence and that is often
out completely. Japanese Language also don’t a pronoun. I will monitor students and help and use
use pronouns very often and doesn’t have drilling where needed.
prepositions and might get confused how to use
this in English Language.
3. Students might be shy to speak as they have 114 3. I will divide students in groups as they will be more
clear vowel sounds and consonants in Japanese comfortable discussing topics in groups as this will
while English has 1200 different pronunciation make them feel more comfortable. Student will
mechanism and might be challenging to focus on pronunciation with each stage and
pronounce the words correctly. hopefully students will feel comfortable speaking
English at the end of the lesson.
2
, Target Language Analysis
Include an analysis of the target language you will present in order for your learners to complete the ‘real-life’
task you have chosen.
● Choose your set phrases (8-12 is appropriate)
● Analyse them in a paragraph or table
● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing),
plus anything else you think is interesting
Language item Function /use/ Meaning Features of Concept Questions
Pronunciation
1. “To whom it may ● If you don’t know the ● Do you know the person
concern” name or person who Punctuation who you are writing to?
you are writing the (writing) (No)
Phonetic:
email. ● Are you asking a
/tu: hu:m ɪt meɪ kənˈsɝːn/
● Widely used in question? (No)
business
correspondence when
the recipient’s name or
title is unknown.
2. “Dear Mr, ● If you know the name Punctuation (writing) ● Do you use the persons
3
