New lesson plan: Writing a Proposal

ana victoria nieto martinez

Writing a Proposal - Upper intermediate level

Writing a Proposal
Upper intermediate level

Description

This lesson develops students’ ability to write structured, formal proposals in a professional context. It integrates reading, speaking, and writing skills, while reinforcing useful language for rephrasing, checking understanding, and maintaining a formal tone.

Materials

TP8

Main Aims

To enable students to plan, structure, and write a formal proposal that addresses workplace communication issues, using appropriate layout, tone, and language.

Subsidiary Aims

To develop students’ ability to analyze a model proposal and identify its key sections (purpose, background, proposed ideas, recommendations).

Procedure (28-45 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Introduce the concept of proposals by asking students reflective, discussion - based questions about their own experiences. Guiding questions: . What is a proposal? - Have any of you ever written a proposal for a job or workplace situation? - Was it accepted?

Sample Analysis (7-10 minutes) • To provide context for the target language through a writing sample

1. Layout. Slide 2 The students have to read an email example and will have to answer the following questions. - Who is she sending the email to? Naomi, Sadiq, Anton. - Why is she writing to her staff? because of the questionaire responses - What is being asked? come up with a few ideas as to how the teamwork and communication between the departments can be improved. 2. Language Slide 3 The studentas are going to read the proposal , the proposal is divided in 4 section. the students are going to identify in which paragraph ... - gives the background information, including the problem? →section b proposes ideas, with reasons. →section c makes recommendations and gives a conclusion. →d states the aim of the proposal →a Rhen students are going to answer the following questions: How does the format differ from a formal letter or essay? - The text is divided in separate sections, with headings for each sections Why are the subheadings used? - to guide the reader to the relevant part of the content What is the advantage of the numbering in section C? - the reader can see where one idea finishes and a new one starts What tone and style are used? Give examples. - The tone is impersonal, the style is neutral to formal example: passive voice as in communication can be improved, individual words as in measures, conducted, implement, inexpensive, provide, etc

Writing (10-20 minutes) • To provide students with writing practice of the TL in right format.

Students will do their own writing task. They'll have to choose a topic they like: Topic: Improving communication. Topic: Reducing Environmental Impact in the Workplace. Topic: Organizing a company Wellness Program. And they have to write a proposal suggesting 2 - 3 ideas of improvement. I will introduce checklist. - Purpose - Background information - Proposed ideas with reasons - Recommendation and conclusion.

Feedback (8-10 minutes) • To provide students with feedback on the completion of the task and language

Peer review using a checklist Conduct OCFB