To provide practice in writing emails to companies they're interested in working for as well as analyzing the structure of an email.
To provide practice for detailed reading skills.
Procedure (32-42 minutes)
Go to Slide 1 and ask students the first of the Lead-In Questions. After eliciting one response I'll send the students to BreakOut Room and allow them to discuss this with one another. At about 4 minutes I'll bring the students back to the main room.
Refer to the last question from Slide 1 and elicit, "Resume". Then refer to the first question and most will more likely elicit, "the internet." Then ask, "so if you see a job ad online for a job that you're interested in, how will you communicate with the company to let them know that you're interested?" Elicit: "Email them." Then tell the students, "We're going to read an email to a company that I am interested in." and go to slide 3. Tell the students, in your groups answer these questions: What information do I give in the first paragraph? What about the 2nd paragraph? And what do I ask the recipient to do in the 3rd paragraph? Think about these things as you're reading and try to answer these questions." Send students the link then send them to BreakOut Rooms so that they can read and answer the questions together. After about 4-5 minutes, go to the Main Room and briefly look at the answers together.
Ask students, "How did I begin the email?" Elicit: To whom it may concern T: yeah, what does that mean? In fact there might be a few words or phrases here that we aren't familiar with Go to Slide 5 and show phrases/ words (to whom it may concern/ align/ established company./ asset) Slide 6- show words and phrases/ ask students to briefly match them with their meanings on the right. Then go to slide 7 and run through briefly. Use CCQs to further cement understanding. Go to slide 8 and have students match words with their forms. (Spend a bit of time explaining 'whom' and difference w/ 'who'; point out differences w/ adjectives that can be verbs) Go to slide 9- have students figure out stress on their own and display correctly stressed adjectives when it's time.. point out how intonation affects meaning
Go to Slide 10. Tell students: Think about a job that you’d be interested in applying to. If there’s none, just make one up and think about what qualities you’d look for in a company and position. You do NOT need to answer in complete sentences for this activity. We're brainstorming. Go to Padlet After allowing students a couple minutes to do this individually. (Which company is it? What’s the position? Why are you interested in that company and position? What experience, qualifications, and skills do you have that makes you a good fit for that role?) After a couple minutes say, "Okay, now we're going to write our own emails but first let's look at some things. Go to Slide 11- Show students the outline and deliver point. by point. Explain this is for their reference. Also show them the tips which are also there to guide them. After about 15 minutes, stop the students and tell them that they are going to go into BreakOut Rooms to give feedback to one another. Go to Slide 12 which will guide them through this activity and give them a checklist. After about 3 minutes of this go to the Main Room.
Summarize main points of the day. Highlight Good use of the language. Brief D.E.C Dismiss class and thank them for their time.