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Erasmus application
Master level


In this lesson MA students will practice Erasmus internship application through task based learning


Abc Sample Lesson Plan
Abc mobile phones

Main Aims

  • To provide review of designing a task based learning lesson.

Subsidiary Aims

  • To provide product writing practice of a motivation letter in the context of Erasmus Internship
  • To provide practice of language used for making request, convincing group members.


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

T encourages a brainstorming about the stages followed while applying Erasmus Internship. She elicits the predictions.

Exposure (10-15 minutes) • To provide a model of the task and highlight useful words and phrases

T explains the stages and the nature of the task. She provides the target language: - apply for an internship -visit a web-site -motivation letter template - search the internet She demonstrates the task with the help of a class member.

Task (10-15 minutes) • To provide an opportunity to practice target productive skills

T divides the class into the groups and asks ss to come up with a proper internship and a motivation letter. Ss visit the suggested web-sites, find a proper internship and share them with other group members. They convince each other to choose an internship that draw them. Then, they find a template and negotiate to pick the best one. They write a motivation letter together. T monitors the task and notes the errors.

Planning (3-4 minutes) • To provide an opportunity to plan students' reports

T asks ss to plan their speech and go through the task individually. She provides them some time as a rehearsal before reporting.

Report (8-10 minutes) • To allow students to report on how they did the task and how it went

Ss share their task experiences including difficulties they have faced with, the parts they have enjoyed. They state which internship they have chosen and why. T notes the errors and makes little comment on the content.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

T encourages ss to correct their own or others' errors and gives Whole Class Feedback to help the correction and to highlight the task language.

Language Practice (3-5 minutes) • To provide students with practice of the task language

T selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. Ss work on another activity which consists similar language areas to practice more.

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