Patrick Flaherty Patrick Flaherty

TP8
Pre-intermediate level

Description

In this lesson, students will learn how to write a letter.

Materials

Main Aims

  • To provide process and product writing a letter with the context of a cover (covering) letter.

Subsidiary Aims

  • To provide practice accessing MFA of practical language of a cover letter through guided discovery.
  • To provide explanation of the layout (organization and layout) of a cover letter.

Procedure

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

- T will share a Google Slide with Ss (1 minute). - T will then Ss to BORs to discuss the prompt (2 minutes). - Ss will return to the main room and T will elicit responses from the Ss (2 minutes).

Content preparation (5-7 minutes) • To analyze and identify elements of layout in the model text

-T informs Ss that they will learn how to write a cover letter. T will share a Jamboard with Ss and have them make a copy (1 minute). -T will ask Ss to work in BORs to determine the layout as well as the organization of the cover letter by labeling the parts of the letter (4 minutes). -T will recall Ss into the main room and elicit responses (2 minutes).

Language Preparation (8-10 minutes) • To identify and analyze language conventions in the model text

T will explain that Ss will examine the language of a cover letter. T will share a Jamboard with Ss and have them make a copy (1 minute). -T will ask Ss to work in BORs to explore the letter by discussing appropriacy and labeling the parts of the letter (5 minutes). -T will recall Ss into the main room and elicit responses and discuss (4 minutes).

Writing (12-15 minutes) • To provide an opportunity to practice writing a letter

-T will share a Google Doc where Ss will practice and produce a writing sample of a covering letter. T will explain that Ss will need to write a covering letter applying to an EFL teaching job. Ss need to make a copy (2 minutes). -T will place students into BORs where they can ask a partner for feedback if they need it (10 to 13 minutes). -T will pull Ss into the Main Room at the end of their work time and then move into Feedback and Error Correction.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

-T will recall students back to the main room (1 minute). -T will place Ss into BORs and have Ss read each others' letters and give peer to peer feedback (5 minutes). -T will recall students to main room and give DEC (3 minutes).

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