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Reading, writing and speaking in the context of business cards, using capital letters
Beginner level


Students will practice reading, writing, and speaking skills in the context of business cards.


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Main Aims

  • To provide scan reading and writing practice in the context of business cards

Subsidiary Aims

  • To introduce and practice capital letters
  • To provide speaking practice in the context of business cards


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

Write the topic of the lesson, "Reading, writing and speaking about business cards, using capital letters," on the board. Pass some samples downloaded from the Internet around the class and ask the learners what they are. Elicit "business cards" and ask "What is on these cards?" Elicit "job, address, phone number, e-mail address" and ask a student to list them on the board.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Show Ss handout 1 with the photos and cards. Tell them to match the photos with the cards. Hand the worksheets out and do a WC board example. Give them a litle time to figure out the other two answers. Get a student to write the answers on the board. Show them handout 2, exercise 2. Write the first question on the board. Ask them to look at the cards and find the answer. Then hand the worksheets out and get them to circle the right answers. When they are finished, tell them to check with their partners and give them answer keys.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Say "Now, capital letters". Tell them to look at Scott's card again. Ask them "Are there any capital letters on the card?" . "When do we use capital letters?" Tell them to look at the exercise adapted from ex. 4 on page 52 and exercise 3 on page 54 and match the uses with the examples with a partner after doing an example. When they are finished, give them answer keys. Write UK and USA with capital and small letters and elicit the correct option. Point out that zipcode and postcode have the same meaning. Finally get them to circle all the capital letters on the cards.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Show them the colorful pieces of paper and tell them to make their own business cards. Elicit what they will write (Name, job, address, phone number, email.) When they are finished, put the cards on the walls and get a student to write the following questions on the board. "Who is she?" "What's her job?" "Where does she work/study?" "What's her phone number?" "What's her email address?" Model the dialogue with a student and then get two students to model in front of the class. Then get the Ss to practice in pairs in front of the cards. Then tell them to rotate. Walk around writing down common errors.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ask them CCQs to correct common mistakes in language, pronunciation and stress. Assign them ex. 4b, 5 and 6 as homework.

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