aya elawadly aya elawadly

Intermediate level


In this lesson, students learn about writing a covering letter in the context of applying for a job. The lesson is based on an ad made by an employment agency that contains different jobs and a sample of a cover letter.


Abc Materials

Main Aims

  • To provide product writing practice of a covering letter in the context of applying for a job.

Subsidiary Aims

  • To provide clarification of formal vocabulary items in the context of applying for a job.


Warmer/Lead-in (3-5 minutes) • To set lesson context and generate interest in the topic.

Welcome students. Ask them how they feel and respond genuinely. Write on the whiteboard "what's your dream job?" Tell the students about your own dream job which is working as an "interpreter" Ask the students to work in pairs and answer the question "what's your dream job?" Give feedback by asking the students to give information about their partners.

Pre-teaching vocabulary (5-8 minutes) • To provide the students with an understanding of some words that might be problematic in the exposure task.

Give the students a matching activity that contains the words (employment agency, vacancy, qualified (for a job), recruiting, enclose and bilingual) with their definitions. Ask the students to match the words with the definitions. Monitor carefully. Ask the students to check their answers in pairs. Give feedback. Pronunciation: Drill the correct pronunciation and focus on stress patterns. As a preparation for the next stage, show the students the job ad made by the Horizons Unlimited employment agency and ask: "What is this?" (job ad) "What does the company have?" ( vacancies) "What do they want ?" ( to recruit qualified people)

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

Chest HO 1 that contains a sample covering letter. Ask Ls to complete this sample using the addresses and dates. Monitor carefully. Let SS to check their answers in pairs. Give feedback. Chest HO. Tell the students that they need to reorder the phrases in a logical and correct order. Monitor the students during the task. Let the SS to check their answers in pairs. Give feedback by giving the students a handout of the correct letter.

Genre analysis (8-10 minutes) • To highlight and clarify key features of the language used in a formal letter for coming productive tasks.

Show the students some formal and informal phrases for opening and closing a letter and asks them which phrases are suitable for the covering letter and why? Listen to their answers. Show the students the first paragraph of the letter written with contractions and asks them why is it wrong? (contractions are not used in a formal letter.) Ask the students to look at the letter again and underline the formal words. Monitor the SS during the task. Let the SS to check their answers in pairs. Give feedback by writing some of the answers which the students missed or correcting students' errors on the board.

Writing Task (12-15 minutes) • To provide an opportunity to practice target productive skills

Ask the students to choose a job. Give the SS 10 mins to write a covering letter for their application on the job they chose using the completed letter as a model. stick students' writing on the wall and have them read each other's letters. Tell the students to consider themselves as HR and choose the best cover letter to get the job.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

Find any mistakes made by the students in the previous task. Write on the board three good examples of the students' writing. Write about three wrong language items produced by the Ss and correct them. Thank the Ss and end the lesson

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