Composing and Replying to Emails Politely and Correctly for SS 1

Class: SS 1
Term: First Term
Week: 2
Age: 15 years
Duration: 60 minutes
Subject: English Language
Curriculum Theme: Writing
Focal competence: Composing emails correctly
Key competencies/values: Communication; ICT and Digital Competencies; Digital Competencies; Collaboration; Information Literacy; Respect
Skills:

• Composing emails

Previous Lesson: Identifying the Writer’s Mood in a Text
Topic: Digital Communication (Email): Composing And Replying To Emails Politely And Correctly
Subject Matter: Composing and replying to emails politely and correctly, appropriate use of CC, BCC and Reply All

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify the key components of a polite and correct email.
• Explain the appropriate use of CC, BCC, and Reply All functions.

Affective Domain

• Appreciate the importance of politeness and clarity in digital communication.
• Value professional email etiquette.

Psychomotor Domain

• Draft a polite and correctly structured email.
• Reply to an email appropriately, using correct etiquette.
• Demonstrate the correct application of CC, BCC, and Reply All in email scenarios.

Social Domain

• Collaborate with peers to review and improve email drafts.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Computers
• Smart Phones
• Laptops
• Projector (if available) to display sample emails
• Whiteboard/Chalkboard
• Markers/Chalk
• Sample email templates (printed or digital)

Rationale for the Lesson

This lesson is important for equipping students with essential digital communication skills, which are crucial in today’s interconnected world. Mastering email etiquette ensures that students can communicate effectively and professionally in academic, social, and future career settings. It fosters clear, respectful, and efficient information exchange, preventing misunderstandings and building positive relationships.

Prerequisite/Previous Knowledge

Students should have basic knowledge of what an email is and how to access an email account. They should also have a general understanding of formal and informal language use.

Lesson Content/Board Summary

Digital Communication (Email): Composing And Replying To Emails Politely And Correctly

Composing Emails Politely and Correctly

Composing a polite and correct email involves structuring your message clearly and professionally, ensuring it conveys respect and achieves its purpose effectively. Key elements include:

1. Clear and Concise Subject Line: The subject line should accurately summarise the email’s content and encourage the recipient to open it. Avoid vague or misleading subjects.

   Example: “Meeting Request: English Language Debate Club” (Good) vs. “Hi” (Bad)

2. Polite Salutation/Greeting: Always start with a polite greeting. Use formal greetings for professional or unfamiliar recipients and informal ones for close contacts.

   Examples: “Dear Mr. Adekunle,” “Good morning, Mrs. Okafor,” “Hello Team,”

3. Clear and Respectful Body: The main content of your email should be clear, concise, and respectful.
   1. Introduction: Briefly state your purpose.
   2. Main Points: Organise your thoughts into paragraphs. Use simple language and avoid jargon.
   3. Tone: Maintain a polite and professional tone. Avoid slang, abbreviations (unless appropriate for the context), and all capital letters (which can imply shouting).
   4. Grammar and Spelling: Always proofread for errors.
4. Professional Closing: End your email with a polite closing phrase that suits the context.

   Examples: “Sincerely,” “Regards,” “Best regards,” “Thank you,”

5. Signature: Include your full name and relevant contact information (e.g., your class, school, or position).
6. Proofreading: Always read through your email before sending it to catch any errors in grammar, spelling, or tone.

Replying to Emails Politely and Correctly

Replying to emails effectively ensures continuity of communication and demonstrates professionalism. Consider the following:

1. Timely Response: Respond to emails promptly, especially if they require action or information. If you need more time, send a brief acknowledgement.
2. Address All Points: Read the original email carefully and ensure your reply addresses all questions or points raised. You can quote specific parts of the original email for clarity.
3. Maintain Polite Tone: Keep your tone consistent with the original email, or adjust it to be more formal if necessary. Avoid emotional responses.
4. Use “Reply” or “Reply All” Appropriately:
   1. Reply: Use “Reply” when your response is only relevant to the sender.
   2. Reply All: Use “Reply All” when your response is relevant to the sender and all other recipients in the “To” and “CC” fields. Be cautious not to “Reply All” unnecessarily, especially in large group emails.
5. Proofread: Just like composing, proofread your reply before sending.

Appropriate Use of CC, BCC, and Reply All

Understanding when to use Carbon Copy (CC), Blind Carbon Copy (BCC), and Reply All is vital for efficient and respectful email communication.

Carbon Copy (CC)

CC (Carbon Copy) is used to send a copy of an email to people who need to be informed but are not the primary recipients or direct action-takers.

1. Purpose: To keep others in the loop or inform them about a conversation without directly addressing them for action. All recipients in the “To” and “CC” fields can see each other’s email addresses.
2. When to Use:
   1. When you want to inform your supervisor about a discussion with a colleague.
   2. When you want to inform a team member about a decision made with another team member.
   3. When sending an email to a primary recipient, but a third party needs to be aware of the communication.

Blind Carbon Copy (BCC)

BCC (Blind Carbon Copy) is used to send a copy of an email to recipients whose email addresses you want to keep private from other recipients.

1. Purpose: To protect the privacy of recipients by hiding their email addresses from others. Recipients in the “To” and “CC” fields cannot see who is BCC’d, and BCC’d recipients cannot see each other.
2. When to Use:
   1. When sending an email to a large group of people who do not know each other (e.g., a newsletter, a general announcement to parents).
   2. When you need to send a copy to someone discreetly without the primary recipient knowing.
   3. To avoid “Reply All” storms in large group emails.

Reply All

Reply All sends your response to the original sender and all other recipients who were in the “To” and “CC” fields of the original email.

1. Purpose: To ensure that everyone involved in the original conversation receives your response, especially if the information is relevant to all of them.
2. When to Use:
   1. When your response affects or is relevant to everyone who received the original email.
   2. When you are part of a group discussion and your input is needed by all members.
   3. When you are confirming details or providing updates that all recipients need to know.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Guided Practice, Question and Answer, Demonstration, Pair Work, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them about their experiences with sending or receiving emails. The teacher also asks why it is important to communicate clearly and politely, especially in writing.

Pupils’ Activity: Pupils share their experiences and discuss the importance of clear communication.

Learning Point: Importance of clear communication

Step 2: Understanding Email Components

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays a sample email (using a projector or printed handout) and guides students to identify its key components: subject line, salutation, body, closing, and signature. The teacher explains the purpose of each part.

Pupils’ Activity: Pupils observe the sample email, identify its components, and ask questions for clarification.

Learning Point: Key email components

Step 3: Composing Polite Emails

Time: 10 minutes

Teaching Skill: Guided Practice/Discussion

Teacher’s Activity: The teacher explains the principles of composing polite and correct emails, focusing on clear subject lines, appropriate greetings, respectful body language, and professional closings. The teacher provides examples of good and bad practices for each component and leads a discussion on tone and clarity.

Pupils’ Activity: Pupils listen, discuss the examples, and suggest ways to improve poorly composed email parts.

Learning Point: Principles of polite email composition

Step 4: Replying to Emails

Time: 10 minutes

Teaching Skill: Explanation/Practical Application

Teacher’s Activity: The teacher explains how to reply to emails politely and correctly, emphasising timely responses, addressing all points, and maintaining a polite tone. The teacher demonstrates how to use the “Reply” and “Reply All” functions.

Pupils’ Activity: Pupils observe the demonstration and discuss scenarios where “Reply” or “Reply All” would be appropriate.

Learning Point: Correct email replying techniques

Step 5: Understanding CC, BCC, and Reply All

Time: 10 minutes

Teaching Skill: Explanation/Scenario Analysis

Teacher’s Activity: The teacher explains the specific functions of CC (Carbon Copy) and BCC (Blind Carbon Copy), providing clear examples of when each should be used. The teacher also reinforces the appropriate use of “Reply All” with practical scenarios.

Pupils’ Activity: Pupils listen, take notes, and participate in discussing the given scenarios for CC, BCC, and Reply All.

Learning Point: Functions of CC, BCC, Reply All

Step 6: Practical Email Drafting Activity

Time: 5 minutes

Teaching Skill: Group Work/Application

Teacher’s Activity: The teacher divides students into pairs or small groups and gives them a scenario (e.g., “Write an email to your teacher requesting an extension for an assignment” or “Reply to an email from a school club leader about an upcoming event”). The teacher monitors and provides guidance.

Pupils’ Activity: Pupils work in groups to compose or reply to emails based on the given scenarios, applying the learned principles.

Learning Point: Practical email composition skills

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Mention three elements of a polite email.
2. When is it appropriate to use the “CC” function?
3. What is the main difference between “CC” and “BCC”?
4. Why should you proofread an email before sending it?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Email etiquette understanding

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on composing and replying to emails, and the use of CC, BCC, and Reply All, into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Email communication notes recorded

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarising/Reinforcement

Teacher’s Activity: The teacher summarises the key takeaways of the lesson, reiterating the importance of polite, clear, and correct email communication in all aspects of life. The teacher encourages students to practice these skills regularly.

Pupils’ Activity: Pupils listen and ask any final questions.

Learning Point: Email etiquette reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your notebook:

1. Draft an email to your school principal requesting permission to organise a class excursion to a local museum. Ensure your email is polite, clear, and correctly formatted.
2. Imagine you received an email from a friend inviting you to a birthday party. Write a polite reply accepting the invitation.
3. Explain in your own words when you would use “BCC” instead of “CC” when sending an email to multiple recipients. Give one example.

Lesson Keywords

• Email – Electronic mail; a method of exchanging messages between people using electronic devices.
• Etiquette – The customary code of polite behaviour in society or among members of a particular profession or group.
• Subject Line – The line in an email that indicates the topic of the message.
• Salutation – A greeting used at the beginning of an email.
• CC (Carbon Copy) – To send a copy of an email to recipients who are informed but not the primary addressees.
• BCC (Blind Carbon Copy) – To send a copy of an email to recipients whose addresses are hidden from other recipients.
• Reply All – To send a response to the original sender and all other recipients of the original email.

Differentiation

For students who grasp the concepts quickly, provide more complex scenarios for email composition and ask them to critique sample emails for politeness and correctness. For students needing more support, provide sentence starters or templates for composing emails and offer one-on-one guidance during the practical activity.

Suggested Lesson Videos

Search on YouTube for: composing and replying to emails politely SS1 english language