Mohamed Elmalky Mohamed Elmalky

Intermediate level


In this lesson, Ss will have written an email to apply for a job in the context of jobs and work.


Abc New cutting-edge intermediate book 2nd edition
Abc Teacher-made

Main Aims

  • To provide product writing practice of writing an email in the context of jobs and work

Subsidiary Aims

  • To provide clarification and practice of language used for sending emails in the context of jobs and work


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

- Ss see a picture about jobs and ask them to guess the topic if the lesson. - T starts giving the a handout (HO1) of some question about the topic. - T starts giving instructions. ICQs: a. Should you write answers? No, just speak. b. Should you talk with 1 person? No - T monitors the class. - T starts content feedback and takes answers.

Pre-teaching words (5-8 minutes) • To prevent learners blocking on unknown vocabulary in the questions or answers

- T chests the activity and gives instructions about the matching activity (HO2) - Ss start answering individually. - T monitors the Ss - Ss start pair-check. - T hands the answers and clarifies the challenging words.

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

- T chests and gives them instruction of the activity in the book (HO3) about a letter and they should match the options to the gaps. ICQs: a. How many options? 3 options. b. Will you do it alone or with a friend? Alone. - Ss start doing the exercise. - Ss start peer-check. - T monitors the class. - T hands the answer sheet. - T starts content feedback.

Genre analysis (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

- starts to elicit the form of an email. - T asks CCQs: CCQs: a. Should I write "Hi"? no, Dear b. Should I use informal words? No, formal. c. Should I write "I'm happy"? No, I am happy (no contractions) - T makes sure of the body of the email. (intro, body, conclusion) - T teaches and elicits the meanings of the phrases used to write an email.

Productive Task (8-12 minutes) • To provide an opportunity to practice target productive skills

- T asks them to start writing about applying for their dream jobs and starts giving instructions. ICQs: a. should you follow the model? yes. b. Who do you write to? my dream company. c. how much time do you have? 10 mins. - T monitors if Ss need help. - T asks Ss to stick their writing to the wall. - T asks them to go around the room and take notes for each other's emails and write notes about whether he/she will get accepted or not and why? ICQs: a. Will you check just 1 email? no, minimum 5 emails. b. Will you talk to the writer? no, just take notes. - T monitors if Ss need help.

Feedback and Error Correction (1-2 minutes) • To provide feedback on students' production and use of language

- T starts content and language feedback. - T corrects mistakes made during the checking part.

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