Writing: An Informal Email Worksheet (B1)

Almost every B1 examination asks for one, and almost every learner writes it as a letter from 1950. The fix is a set of phrases and a shape, both of which are on this sheet.

Number the lines 1 to 8 to make a complete email.

• ____ Anyway, I have to go now - my mother is calling me for dinner.
• ____ Hi Tharu,
• ____ Write soon and tell me about your new school.
• ____ Thanks for your email, and sorry for the late reply.
• ____ Love, Kavi
• ____ The reason I'm writing is that we've moved house!
• ____ It's a lot smaller than the old one, but there's a big mango tree in the garden and my room has a window facing the road.
• ____ How are things with you?

Rewrite each sentence as you would write it to a friend.

Example: I am writing to inform you that I have arrived. → Just to let you know I've arrived!

• I regret to inform you that I shall be unable to attend. ____________________
• I would be grateful if you could inform me of the date. ____________________
• Please find attached a photograph of the house. ____________________
• I look forward to receiving your response in due course. ____________________
• I trust this email finds you in good health. ____________________

Read your friend's email, then write the one sentence you would use to answer each question. Do not write the whole email yet.

• Your friend writes: How was your trip to Ella? Who did you go with? Is it worth going in December, do you think? And did you take that camera you bought?
• Question 1 (how was it): ____________________________________
• Question 2 (who with): ____________________________________
• Question 3 (December): ____________________________________
• Question 4 (the camera): ____________________________________

Read the model below. Write G (greeting and opening), R (reason), M (middle) or E (ending) beside each paragraph, and underline every contraction.

• Hi Sanuli, Thanks for your message - it was lovely to hear from you. Sorry I've taken a week to reply; things have been busy here. → ____
• I'm writing because I've got some news: I've finally started the photography course I told you about. → ____
• It's every Saturday morning for three months, and there are only eight of us in the group, so we get a lot of attention. Last week we spent two hours photographing the fish market, which sounds strange but was the best class so far. The teacher says I need to stop using the flash, which I'm sure is true. → ____
• Anyway, tell me how the new job is going. Are you still working late every evening? Let me know if you're free on a Sunday and we'll meet. Take care, Ishan → ____

Your friend has written asking about a course, a club or a trip you have started or taken. Reply in 120 to 150 words. Use the four parts, at least four contractions, and at least two of the phrases from the box. Then check your work against the list below.

• Plan first, in four lines: greeting and opening phrase · reason for writing · two things for the middle, each with a detail · closing line and sign-off
• Write here, or on a separate sheet: ______________________________________________________________________
• ______________________________________________________________________
• ______________________________________________________________________
• Check before you hand it in. Tick each one: (1) Did I answer everything my friend asked? (2) Is there a blank line between paragraphs? (3) Did I use contractions? (4) Did I avoid I am writing to inform you? (5) Is it between 120 and 150 words? (6) Did I sign off with my first name?

• Timing: Tasks 1 to 4 take about 30 minutes; Task 5 needs 20, or set the writing as homework and do the checklist in the next lesson.
• Do not skip Task 3. Not answering every question is the single most expensive mistake in this task type, and it costs marks even when the English is good. Make learners underline the questions in the prompt before they write anything.
• Register is teachable in five minutes. Put I am writing to inform you and Just to let you know side by side on the board and ask which one a friend would send. Learners over-formalise because they were taught letters first, not because they cannot hear the difference.
• Contractions are not optional here. An informal email without them reads wrong to an examiner. Counting them in Task 4 makes the point better than telling them.
• Word count: teach learners to count the words of one full line and multiply, rather than counting all 150. It takes ten seconds and they will actually do it.
• Peer marking works well with Task 5. Learners swap and mark against the six-point checklist only - no other corrections. They find missing questions and missing paragraphs faster than a teacher reading thirty papers.
• Extension: the same news, written as a formal email to a course tutor. Putting the two side by side is the clearest register lesson available.