Hayfa Bemri Hayfa Bemri

Applying for Jobs
intermediate level

Description

In this lesson, ss learn to write a covering letter for job applications through guided discovery based on reading a reading text. The lesson starts with a discussion about dream jobs. This followed by a sentence reformation activity which they would later use to compare to a formal letter. Finally, for the controlled writing practice ss will have to write a covering letter, similar to the example in the previous activity, in response to a job advertisement. SS will later have a free practice activity where they read each other's covering letters and decide who deserves the job.

Materials

Abc OHP
I0fogzbsgacfvdhncikq scan Reformation activity hand-out
Abc Hard-drive
Abc Cutting Edge Teachers' Book
Abc Whiteboard
P4qrlavjqqarh23knkua scan Job ad.
Sckihikqlcp1rlu030xw do edited Hand-outs 2+3

Main Aims

  • To provide product and process writing practice of a Formal letter in the context of Covering letter

Subsidiary Aims

  • To provide clarification and practice of formal vocabulary in the context of applying for jobs.

Procedure

Lead-in (2-4 minutes) • To set lesson context and engage students

1) Who currently has a job? 2) Talk to your partner. Tell them what your dream job is.

Pre-teach vocabulary (3-5 minutes) • eliciting

1) what are some ways to look for a job? -> ss may answer (online, newspaper) -> elicit (employment agency) 2) What can an employment agency help you with? ss may answer (get a job) - How do they help you find a job? ( Tell you which companies have jobs available) -> (elicit: vacancy) - How do employment agencies help companies? ( To hire employees -> elicit: recruitment) - Do they hire all people who want the job? (elicit: qualified )

Checking for understanding (2-3 minutes) • To further develop the context

After talking about ways to look for a job, ss will be asked to look at this job ad and answer questions about vocabulary learnt. - What is this? (job ad) - What does the company have? ( vacancies) - What do they want ? ( to recruit qualified people)

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ask ss: What do you do when you want to apply for a job? Think about it with your partner ( ss may answer; send a CV, write application letter) -> write a covering letter. Ask ss: What kind of letter is a covering letter? (Formal) Provide ss with a model of a covering letter in a form of sentence reformation activity. Tell ss to work on reformation activity then check with their partners , O/C feedback Provide ss with correct version of the covering letter. Ask ss: Are covering letters long? Are sentences/paragraphs long? What type of language do we use? Can we use contractions?(O/C feedback)

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

SS read the corrected covering letter and answer the question: "What information should we have in a covering letter?" Ask,them to make a list. (G/W) Discuss and write on whiteboard: formal vocabulary, set phrases...) Write useful/ correct answers on the whiteboard. (O/C feedback) Build on the ss' suggestions ( if there is extra time) Provide ss with a list to refer to when they are writing their own cover letters. (If time is limited)

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

SS will choose a job from the job ad. and write a covering letter to apply for the job. ( Do not write your name at the bottom) Tell ss to use list to help you cover all the key points that should be mentioned in your covering letter. Switch ss' papers (randomly) - read each other's letters out loud and vote who should get the job - teacher listens and takes note of any mistakes to go over later. Nominate

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

Write errors, found in ss' covering letter, on the whiteboard. - (O/C feedback : if time is tight) - Have ss go to the board and correct each other's mistakes: if there is some time to spare

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