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TP7 CELTA Lesson Plan
Upper Intermediate level


Main Aims

  • By the end of the lesson, students will have had practice producing a written piece of work in the context of a job application.

Subsidiary Aims

  • By the end of the lesson students will have had practice in correcting mistakes and errors in the writing piece of a peer.


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

T gives link to jamboard for lesson. T displays questions related to job applications: 1. Have you ever applied for a job? Is there any part of the job application process that you don't like? 2. What is the best job you have ever had? 3. Have you ever had to write a cover letter for a job application? How was it? T demos. Learners work in pairs in breakout rooms and discuss questions. T conducts OCFB and writes learners’ ideas on the board

Content Preparation (4 minutes) • To provide a model of production expected in coming written task

Instructions: Read the sample of a professional cover letter written for a job application. Pay attention as you will produce your own cover letter soon. T displays sample cover letter. Students have 4 minutes to read.

Language Preparation (5 minutes) • To highlight and clarify useful language for coming productive tasks

T conducts OCFB and covers MFP for new target language. Students work in pairs in breakout rooms to match the meaning and form for each new target item. Students have 3 mins. T demos first one. T elicits answers from students in OCFB. T models sentence pronunciation and drills chorally and if necessary individually. T elicits sentence stress from students. MFP takes 5 minutes in total.

Productive Task (10 minutes) • To provide an opportunity to practice target productive skills in a writing task

Written Task: Write your own cover letter for a job application using some of the new language. You have 10 minutes writing time. Aim for 60-70 words. Choose the job you are applying for, some ideas include: A job at the cinema, a job as a photographer, a job as a teacher, a job as a police officer, or think of your own! Students are given a slide number to work on/edit.

Productive Task (10 minutes) • To provide an opportunity for students to correct mistakes and give feedback of partner's work

Correction task: You will be given the name and slide number of a classmate, you will check their writing for any mistakes or errors. Students have visual on slide of the number slide and the name of whose work this is. Students will have access to a marking rubric to help them while marking. They will be encouraged to take a photo of this to follow as they mark. They will then correct their classmates work individually.

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

T conducts OCFB following up on the productive speaking task. T writes on the screen samples of learners’ production (including grammar and pronunciation) and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. Positive feedback on good language.

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