Pre-Intermediate level


In this lesson, Ss improve fluency skills through practicing writing in the context of writing a cover letter. The lesson starts with asking Ss if they write letters, what type. Ss will learn parts of a cover letter, change informal wording to formal wording necessary for a cover letter, and write their own cover letter.


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Main Aims

  • ยท To provide writing practice in the context of a cover letter.

Subsidiary Aims

  • To learn parts of a cover letter.
  • To learn lexis used in formal letters.


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

T displays Jamboard Slide 1, Images of letters. T asks students "Have you ever written a letter?" "What kinds of letters have you written?"

Exposure/Text-work (8-10 minutes) • To provide context for the target language through a text

T displays Jamboard Slide 2, Parts of a letter T asks students to take a screen shot. "Today we are writing a cover letter." "Who knows what I mean when I say 'cover letter?'" "In what situations do we send cover letters?" CCQ: Is a cover letter a formal letter or an informal letter? T covers 4 sections in body of letter: Greetings and endings Explaining the reason for writing Explaining enclosure(s) Polite expressions to close a letter T displays Jamboard Slide 3, Sample phrases for 4 above categories Instructions: "Here are a list of phrases. Please take 1 minute to read these phrases and let me know if you have any questions." T covers MFP as needed. Instructions: "Please take a screen shot of this slide. Work in pairs to categories each phrase as being a greeting/ending, reason for writing, listing what documents you are sending, and closing/ending expressions. You have 5 min." T demos first phrase. ICQ: Are we working in pairs or individually? In pairs. T sends Ss to BOR to categorize phrases in to one of four above categories. T displays Jamboard Slide 4, Answers T conducts OCFB. Transition: Let's practice by making improving a letter that is too informal.

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

T displays Jamboard Slide 5, Formal letter with informal wording T asks students to take a screen shot. Instructions: "Work with your partner to replace the informal language in red with these more formal phrases. You have 5 minutes. T demos first phrase. ICQ: Are we working individually or in pairs? In pairs. T sends Ss to BOR to replace information language with more formal language. T conducts conducts OCFB, various possibilities for each answer. Transition: "Now let's try writing our own letters."

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

T displays Jamboard Slide 6, Blank T asks Ss to brainstorm situations in which they would need to send a cover letter. 1-2 min T asks students to take 5-8 min to write a letter. Instructions: "Open a Word document and write a cover letter. You will have 5-8 minutes." ICQ: Are we working together or individually? Individually. After Ss write letters: Instructions: "Work in pairs and share your letter with your partner. Paste your letter in the chat to your partner or screen share your letter. Work together to fix any errors you may find. You have 6-8 minutes." ICQ: Are we working in pairs or individually? In pairs T conducts OCFB, asks for someone to share. 2 min T transition: Your letters were great, good job. Let's discuss what we can improve.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

T conducts OCFB following productive stage. T writes on screen samples of Ss production and nominates learners to identify and correct problems.

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