Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Goal: compare two invitations in Card D by audience, purpose and register. Teacher says: “Friendly wording can still leave the reader unable to act.”
0–2: Put “come early” and “9:15 to 10:00” side by side.
2–7: Model naming the audience and purpose of the email; locate its task, contact point and reply deadline.
7–13: Students explain one possible misunderstanding from the chat message without judging its writer.
13–20: Compose a respectful question that would make the vague invitation usable.
20–25: Read a question aloud and test whether it requests a missing detail rather than assuming one.
Routes: comparison table plus reply; paired verbal comparison with a recorded reply; labelled two-column layout with a dictated reply. Alternative domains:Day 4 swaps. Optional/home: change the audience of a fictional invitation and revise two words. Move: if learners equate formal with “better”, redirect to fit for a particular reader and purpose.