T greets students and starts the class with a question: "What skills do you have? T elicits skills from students: "I am good at riding a bike" T will help students to identify skills described with the -ing form. And creates a brainstorm. The T ask the following question: "Which are the best enterprises/companies to work in?" T writes down some enterprises as a list but a very little and short one Then T asks students what skills are good to have to work in the previous enterprises. T leads OCFB

T introduces the Handout #7 and the first activity. T asks students to read the layout of a cover letter. Then T asks students to talk about the content of the letter. T leads OCFB by asking CCQ's: Is the letter sent to a family member? (NO) Is the letter about skills and work experience? (YES) Is the person asking for a job? (YES)

T introduces the next page of the Handout #7 T points out the definitions of Activity #2 and that students should write the correct number in the first page of the handout to identify the parts of the Layout. T asks students to compare questions and then leads OCFB. Then T introduces Activity #3. T asks students to chose if the expressions in the box are formal or informal. Then teacher analyses the following phrases: "I love/enjoy [skill] and [skill]." (Informal) "I am skilled/excel at [skill] and [skill]." (Formal) "I’ve worked for two years helping my brother" (Stating experience) T recycles the brainstorm of skills to fill in the gaps of the first exercises and varies the time in the third expression.

T introduces the next page of the Handout #7 and ask students to skim the three job offers. T asks students to talk about every enterprise and if they would be interested on working there: Do you want to work there/in this company? Why (not)? T leads OCFB and writes down on the WB what company has every student chosen. T asks students to look at the skills at the bottom of the page so students have more ideas to decribe their own experience. T gives out a white sheet of paper and asks students to create their draft with the criteria, grammar and vocabulary we have seen before. T monitors and microteaches to help students finishing on time. Finally, T introduces Activity #5 so students can assess a sample of a letter craeted by their colleagues. If there is enough time (and students) I will ask them to exchange the letters so they can assess a new one.

During the lesson, T will write down when possible all of the mistakes or at least the more severe/urgent/critical so at the end of the lesson T can provide feedback on grammar or vocabulary.