Mr. Ahmad Mr. Ahmad

intermediate level


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, sts will have practiced product writing (job seeking) in the context of a 'fabulous opportunity'.

Subsidiary Aims

  • By the end of the lesson, sts will have been practiced speaking for fluency in the same context.


Warmer/Lead-in (3-5 minutes) • To set lesson context and to interest and make sts ready for writing.

I will start the lesson by showing sts a picture of an ongoing interview (see picture 1), I will try to get the word "interview", if they didn't recognize it, I will make it easier with a following funny picture (see picture 2) which is related to interviews in general. I think maybe I will get a laugh out of sts and they will have no fear of sharing their previous interview experience, and if they have been to an interview before, I will use questions like, what was the interview for?, did they call you?, and so on. I will then try to elicit some information from them by asking the following Q: What information does a job advertisement usually have? (e.g., the job title, qualifications and experience, salary and benefits, how to apply). I will write these ideas on the board simultaneously. This will generate interest and get them ready to read a job advertisement.

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

I will let learners read a model of a cover letter first, then I will ask them to look at the characteristics of a good cover letter as they eventually are going to write a similar one on their own. ‘picture 3 ‘-includes a model of a good cover letter.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

I will introduce a word which, I think, might block their comprehension when they read the article. I will use a picture to make it easier to elicit the meaning, followed by drilling for a correct pronunciation, and finally the form. I will first display the picture, followed by CCQs for elicitation. The word is: resume /ˈrezəmeɪ/ Is it important when applying for a job? (Yes) Should you write misleading information in your resume? (No) Does it have to be attractive and to the pint? (Yes)

Content preparation • To give sts the chance to collect their ideas/thoughts through mind maps, notes, etc

To give sts some ideas to help them out, I'll write on the board: ''work and volunteer jobs, previous experiences, interests and strengths.'' Then I'll tell sts to make a list of their previous jobs, volunteering, and other experiences. Instructions: 1- "Make a list of your previous jobs, volunteer jobs, personal experiences, and interests." 2- "Consider each item on your lists. Decide if each is something that would help you get the job as tour guide. Choose the most significant thing in each of the three categories on the board." I'll then group sts to share their choices and reasons.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Sts are now ready to write the cover letter, so I'll ask them to write their letters using the ideas from their lists they've just made. I'll also tell them that It's important to use positive, persuasive words and expressions in their letter. These types of words will help make a strong positive impression. So sts then look at their experiences and think of ways to express them with positive, persuasive words.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

1st: sts are asked to work in pairs and read one another's cover letters, and decide who should get the job. Each group report to the class who they chose and why. 2nd: I'll monitor them and takes notes of any mistakes and then discuss any mistakes made.

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