Atef Abdelkhalek Atef Abdelkhalek

TP 8 - Writing
Elementary level


In this lesson, Ss will write a job application letter. They read an advert for a tourist guide first as an exposure. Then, T focuses on the useful language. After that, Ss write the formal email.


Abc New Headway - Elementary - SB

Main Aims

  • By the end of this lesson, students will have practised writing in the context of jobs

Subsidiary Aims

  • To practise gist reading using a text about applying for a job in the context of work


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

- Project a picture on the screen. - Ask Ss, 'What's this logo for?'. T elicits that it is an Egyptian company that helps people find a job. - In pairs, Ss discuss their dream jobs and why. Ss have 2 min. - T gets feedback.

Exposure (Reading for gist) (10-13 minutes) • To enable Ss to get a general understanding of the text.

- Focus Ss' attention in the photo of Carl on the screen and they read some information about Carl. Ask 'What does he do?' (He's a student.) What does he want? (a holiday job). - Elicit questions about the items in the HO, e.g., address: "Where does he live?", Last job: "What was his last job?". - Give Ss the HO.They - in pair - ask and answer the questions. - While sitting, T gets feedback. - After that, T elicits the meaning of 'be interested in something' CCQs: - Does he want to know more about the job? Yes - Does he want to get the job? Yes - T asks Ss, 'Read the advertisement quickly.' and answer the question, 'Why is Carl interested in this job?'. Ss have only one minute to finish. Then, they compare answers with their partners. - T gets feedback

Genre Analysis (6-8 minutes) • To develop Ss writing skill by drawing their attention to the features of the genre (content and language)

- Focus Ss' attention on the email headings. - Ask 'Who is the email from?' Carl, 'Who is it to?' (Linda Yates), What is for? (to apply for the job of tourist guide). - T models the first two gaps with Ss by asking, 'Can you answer number 1?', 'What about number 2?' Praise Ss for correct answers. - Give Ss 3 min to finish the task, then they check answers in pairs. - T gives Ss the answer key. - After that, I focus Ss' attention on the model email again and ask check questions: * How man email address are there? 2 * How do you begin the email? Dear... * Does it use full of short forms, I am or I'm? Full form * What is a formal way of saying 'Please reply'? I look forward to hearing from you. * How do you end the email? (Yours sincerely) * Why do you use 'Ms'? Because we don't know if Linda Yates is married or not.

Writing Task(s) (11-13 minutes) • To enable Ss to practise writing skills.

- T focus Ss' attention on the advertisement and elicit the job (receptionist). - T checks comprehension of the details, e.g. Who do you email? (Anne Watson), What's her email address?, What do they need? (e.g. speak two languages and English) - Ss answer the questions in the advertisement about themselves. T reminds them to use Carl's email as a model and to use the information provided in each paragraph as a guide. Ss have 7 min to finish the task. - After Ss finish, they compare each other's emails, both for interest and to help each other with mistakes.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

- Write some good sentences students wrote and others with mistakes. Ask Ss – in pair – to discuss whether they are correct or not. Then, T elicits correct sentences.

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