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LESSON THREE: READING AND NOTE TAKING SKILLS
Affirmation for you and for your students:
At the end of the lesson they:

Can write a series of simple phrases and sentences linked with simple

connectors like ‘and’, ‘but’ and ‘because’.

Can identify what he/she means by pointing to it (e.g. ‘I’d like this, please’).

Can negotiating the text of agreements, contracts, communiqués, etc. by

reformulating and exchanging drafts, amendments, proof corrections, etc.;

Study skills: overall written interaction correspondence notes, messages

and forms

Say that in this lesson student will look through formal and informal letters.

They will learn about the correct structure of the letter writing and practice it.

Focus students’ attention to the given samples on page 40. Ask any volunteer

with a good intonation to read aloud the letter to the whole class.

Ask the following questions from the students:

- Have you ever written a formal letter to someone? If Yes, what message

did the letter include?

- Was it easy or difficult to write? Did you ask for someone’s help and

suggestion in order to get a clear idea about the structure of the letter

context?

Encourage students to share their letter writing experience though they wrote

it in Uzbek and Russian languages.

Give students enough time to review the letter analysis given below the

original letter.

- Dear Sir/Madam is more formal. - Write the purpose for writing in your first sentence For example -I am writing to inform/ I am writing to enquire.... - Too negative for a cover letter, think how the skills could be transferred. - Instead of give us a chance, sign off with Thank you for taking the time to read my letter. - Sign off more formally using Yours faithfully or Yours sincerely. - ! is more informal and looks as if you are shouting. - Put your full name including your surname. - The short form is informal - use I have.

Exercise 1. As a follow up part of the starter, students will compose

their letter on an imaginary case as if they were on holiday with some friends.

Their car broke down in a small town which none of them had visited before.

Students should write a letter to an English speaking friend

• describe what happened to their car

• tell a friend about the place where they stopped

• tell him what they did to repair the car

Invite some students to share their letters with the whole class reading aloud.

Exercise 2. Give students enough time to look through the table and

discuss the details in pairs.

Ask them to read the text ‘Formal Writing’ and answer the following question

with them:

- What did you learn from the text?

Give them some time to work in pairs and fill in the Do’s and Don’ts column

in formal writing