Lesson plan

Email writing
Topic

Writing a semi-formal email

Learning outcomes

• Say what a semi-formal email is and when it is appropriate.

• Express what we should and shouldn’t do when we write a semi-formal email.
• Write a semi-formal email to a tourist information office.

Age and level

13-17, Adults (B1)

Time

Approximately 90 minutes or two 45-minute lessons

Materials

• Cut-up emails from Appendix 1 OR Student Worksheet 1

• Student Worksheet 2
• (Optional) scissors

Introduction

The focus of this lesson is writing semi-formal emails. At the start of the lesson, learners are made aware
of what a semi-formal email is and when it is appropriate. They then read two example emails – one
which is appropriate for the situation and one which is not. They use the emails to create a list of what
we should and shouldn’t do when we write a semi-formal email. In the second half of the lesson, they
prepare and write a semi-formal email to a tourist information office. If it’s appropriate, learners can send
the email to the real office to see if they get a reply.

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 Lesson plan
Procedure

1. Lead-in: • Ask learners if they ever write emails, and who they write emails to. If they
Different kinds of don’t ever write emails, ask them if they can think of situations where
emails others might write emails (e.g. parents / professionals at work).
(10 mins) • Make a list on the board of suggestions. Depending on the age of your
learners, these might include: to ask a teacher about an exam; to apply to
be a volunteer / for a job; to ask about scholarship opportunities; to send
information about a club; to say thank you to a relative or friend for a gift; to
give some news to a relative or friend; to make reservations etc.
• If learners have not made the following suggestion, add it: to find out
information about a course.
• Ask learners to say which of the emails would be more informal (e.g. to a
friend), and which would be semi-formal (e.g. to a work colleague). Explain
what a semi-formal email is: an email to communicate with people you do
not know well; it is neutral in style – not formal and not informal; it is
typically simple and concise.
• Tell the class that they are going to practise writing semi-formal emails in
this lesson.

2. Ordering Use one of the following options depending on the resources you have / size of
example emails your class:
(10-15 mins) • Option 1: Before the lesson, make copies of Email 1 and Email 2 in
Appendix 1 at the end of this lesson plan. Cut both emails into strips
and then put them in one envelope. You’ll need one set for each pair or
small group of learners.
• Option 2: Give learners a copy of the Student Worksheet 1. You can
make copies for each learner, pair or small group. Learners can either cut
the strips with scissors, or they can separate / order the emails using
numbers and letters.
• Tell learners that the envelope / worksheet has lines from two different
emails. In both emails, a student is asking about summer language
courses. They must first separate the emails, then put the lines in the
correct order. If your learners need help, provide the first lines of each
email. Walk around the room and help learners if necessary.

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 Lesson plan
• Show or give learners Student Worksheet 2 so they can check their work.
No-printing alternative: If you don’t have resources to print the emails in
Appendix 1 or Student Worksheets 1/2, you can skip this part of the lesson
and move directly to the next part.

3. How to write a • Make sure learners have a copy of Student Worksheet 2 or display
semi-formal email Student Worksheet 2 using a projector or IWB. If learners did not do the
(20 mins) previous activity (ordering emails), give them time to read the emails.
• Ask learners:
o Why is the writer sending the email? (To find out about summer
language courses)
o Which of the emails is more appropriate for this situation? (Email 1:
Request for information about summer courses)
• Write the following table on the board for learners to copy:
Semi-formal email: Dos Semi-formal email: Don’ts

• Explain that learners should compare the two emails and note what we
should / shouldn’t do when we write a semi-formal email. Check
understanding by asking them to make 3-4 suggestions and add them to
the appropriate column.
• In pairs / small groups, learners compare the emails and add notes to the
table. Walk around as they work, helping where necessary. Give them
about 10 minutes to do this.
• Ask learners to suggest dos and don’ts and add them to the table on the
board. You can refer to or show the completed table in Appendix 2 at the
end of this lesson plan. The list is not exhaustive and learners may have
made other relevant suggestions to add.
Note: If you are teaching two shorter lessons, this could be the end of
Lesson 1.

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 Lesson plan
4. Preparing to • Tell learners that they are going to write a semi-formal email. They will
write a semi- send an email to a tourist information office to find out about a place they’d
formal email like to visit.
(15 mins) • Ask them to say what kind of information they’d like to know before they
visit / travel somewhere, e.g.: weather, accommodation, trips and activities,
transport, places to eat and drink, history etc.
• Put learners into pairs and tell them to imagine that they are going on a trip
– it can be anywhere in the world! Ask them to decide a place, and then to
make notes of the information that they would like to know before they
make their trip.
• Ask a few pairs to say where they have chosen, and some of the
information that they would like to know.
• Explain that learners will write a semi-formal email to the relevant tourist
information office for their trip. Remind them that they will ask for
information in the email. If necessary, you can help learners with language
they might need:
o Ask how they might open / sign-off a semi-formal email, and write
examples on the board:
Openings: Dear Mr / Ms (if you know the name), Good morning /
afternoon, Hello
Sign-offs: Best / Kind regards, Regards, With best wishes, With many
thanks
o Ask what phrases they might use to say why they’re writing: I’m writing
to... / I’m writing because / I’ve got a few questions.../ Could you answer
a few questions?

5. Writing and • In pairs, learners draft their emails. Remind them that they can use the
proof-reading a example of the semi-formal email in Student Worksheet 2. Display it if
semi-formal email necessary. They should also think about the dos and don’ts that they noted
(25 mins) earlier. Walk around as they work, helping with any problems.
• As pairs finish, get them to swap / show each other their drafts. They
should give each other feedback. You can also move around, helping as
many pairs as possible.

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© The British Council 2021 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Lesson plan
6. Sending the • If possible, learners find the email address of the relevant tourist
email information office and send their email. They may receive a reply!
(5-10 mins) • Alternatively, they can send / give their email to another pair of learners.
For homework, that pair can research (or invent) the information – and
reply to the original pair.

Contributed by

Janet Shackleton, edited by Kim Ashmore

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 Lesson plan
Appendix 1: Cut up Email 1 and Email 2. Put strips for both emails in one envelope.

Email 1

………………………………………………………………………………………………………………….

Subject: Request for information about summer courses

………………………………………………………………………………………………………………….

Dear Mr. Jones,

………………………………………………………………………………………………………………….

I’m a university student from Finland and I’m writing to get some information about your language
courses this summer. I’ve got a few questions:

………………………………………………………………………………………………………………….

1. Do you do a course for university students which helps them with their essay writing skills?

………………………………………………………………………………………………………………….

2. How many hours a week are the courses?

………………………………………………………………………………………………………………….

3. What sort of accommodation do you offer?

………………………………………………………………………………………………………………….

4. What after-school activities are there?

………………………………………………………………………………………………………………….

5. Do you do any trips to other towns in the UK?

………………………………………………………………………………………………………………….

I’m hoping to come over in June, so if you can get back to me as soon as possible, it would be
great. Thanks for your help.

………………………………………………………………………………………………………………….

Best regards,

Jaana Nikkinen

………………………………………………………………………………………………………………….

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 Lesson plan
Email 2

………………………………………………………………………………………………………………….

Subject: Hello!

………………………………………………………………………………………………………………….

Hi Jack!!!
………………………………………………………………………………………………………………….

My name’s Jaana and I’M FROM FINLAND!!! I bet you haven’t had students from here B4 ;-) ;-)
………………………………………………………………………………………………………………….

That’s probably coz we’re so amazing at languages that we don’t need any xtra help? except me
– I need all the help I can get!!
………………………………………………………………………………………………………………….

Probably cos I just like watching films most of the time instead of studying. I really wanna be a film
director and live in Hollywood so I have to watch as much as possible to get ideas for my movies.
………………………………………………………………………………………………………………….

Actually, don’t tell anyone, but I’m actually quite a good student? but if anyone found out, my
reputation would be ruined, so shhhhhh!)
………………………………………………………………………………………………………………….

BTW do u do courses for uni students?

………………………………………………………………………………………………………………….

How many lessons/week? Is there any extra stuff after school, SO I CAN MEET SOME COOL
PEOPLE? How about trips?
………………………………………………………………………………………………………………….

Give me all the info you can, man.

………………………………………………………………………………………………………………….

Jaana (although all my mates call me Jakki!!)

………………………………………………………………………………………………………………….

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© The British Council 2021 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Lesson plan
Appendix 2: Writing a semi-formal email

Dos Don’ts

• Use an informative subject line, which • Write ‘hello’ as your subject line.
clearly says what the email is about.
• Write about irrelevant issues. The reader
• Write the most important information first. will soon hit ‘delete’ if the email doesn’t
get to the point.
• Use numbers and bullet points to make
the message clearer. • Give personal information that you don’t
want anyone else to know. (The email
• Use simple grammar. Avoid things like
could end up in the wrong hands.)
the passive. (As emails are a fast means
of communication, they tend to be less • Use capital letters to write whole words -
wordy and complex than formal letters.) in emails this is considered shouting.

• Write short sentences. • Use different fonts in the email (the

recipient’s computer may not be
• Use paragraphs to keep the email clear
compatible).
and easy to understand.
• Use Italics (the reason may be
misunderstood, due to cultural
differences).

• Use exclamation marks.

• Use abbreviations like ‘coz’ and ‘uni’, as

the recipient may not understand them.

• Use acronyms like BTW for the same

reason.

• Use emoticons. They may be

misunderstood and come across as
unprofessional.

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© The British Council 2021 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.