In this lesson, students learn how to write a simple and polite email of request. Using a model email about a cooking course, students identify the key parts of an email, recognise polite language, answer comprehension questions, and practise writing their own email. Visual supports, colour-coding activities, and guided writing frames help students understand the structure and purpose of formal communication. The lesson develops language, literacy, and communication skills while building students' confidence in writing real-life emails.

By the end of the lesson, students will be able to: identify the main parts of an email of request; recognise polite expressions used in formal emails; understand the purpose of an email of request; answer simple questions about a model email; organise email components in the correct order; write a short email asking for information about a course; use basic email conventions (greeting, request, closing, signature).

Activity 1: Reading the Model Email

Students read a short email requesting information about a cooking course. The teacher discusses the purpose of the email and explains when people write emails of request. Key vocabulary (course, information, price, time, cooking) is introduced with visual support.

Activity 2: Putting the Email in Order

Students arrange the parts of an email into the correct sequence. They identify the greeting, request, closing sentence, and signature. This activity helps students understand the structure of formal emails.

Activity 3: Completing the Email

Students complete a partially written email using words from a word bank. This scaffolded activity reinforces vocabulary and common email phrases.

Activity 4: Choosing Polite Language

Students compare informal and polite expressions and select the appropriate sentence for a formal email. The activity raises awareness of register and polite communication.

Activity 5: Is the Email Polite?

Students decide whether given sentences are polite or impolite. They mark each statement and discuss why some expressions are more appropriate in formal communication.

Activity 6: Analysing the Email

Students answer simple comprehension questions about the model email. They identify who wrote the email, what information is requested, and whether the email is polite. This develops reading comprehension and attention to text features.

Activity 7: Colour-Coding the Email

Students underline different parts of the email using colours: Blue – Greeting Green – Reason for writing Orange – Question/Request Red – Closing Black – Name

Activity 8: True or False?

Students read statements about the email and decide whether they are true or false. This activity checks comprehension and reinforces understanding of email content.

Activity 9: Writing an Email of Request

Using a writing frame and helpful vocabulary, students write their own short email requesting information about a cooking course. They ask about the price and the time of the course and use the target phrases provided in the worksheet.

Exit Ticket – Traffic Light Reflection

Green – I can write an email of request by myself. Yellow – I can write an email with some help. Red – I need more practice.