I start the lesson with sharing a little about my work history. Writing four jobs up on the board, I ask students to pick which one I've never done. I say which job was my favorite and which was my least favorite, and students discuss the same in groups.

Pre-Teach: Human Resources, dexterity On the whiteboard is projected a model cover letter. Students answer the following questions and read for one minute: What is she applying for for? Would you hire her? Students discuss answers with their partners. Then, students read for two minutes to answer the following questions: How old is she? What does she say that she is "known for?" I gather a few answers from students collectively.

Using the whiteboard, I elicit the various stages of a cover letter from students and write up some useful formulas for expressing themselves formally. It's important to take adequate care with this stage, because it effects whether students feel confident and prepared to write in the next stage.

On the board, write "I want to be a _____________." Students can think of something they want to be now, in the future, or something they wanted to be when they were younger. Students are given about a minute to do this, and I have a chance to help them with vocabulary if necessary. Pre-teach: Hiring Agency Once students have thought of something, they are asked to write a cover letter to a potential employer detailing why they are suited for their ideal position. Students are told that they have about 10 minutes to write and that they should cover all of the components: the salutation, the reason for applying, personal qualifications, and their previous experience (if any). If students need more time, it can be given to them. ICQ: How many minutes? Can you write more than [gesture at board]? Yes! Be creative!

Pre-teach: Employment Agency Next, students are arranged into three or four groups. Then, the groups compile all of their cover letters and swap them. Next, students are told that they work for a employment agency. These are the cover letters that they have gotten in this week. All of these people *desperately* need jobs, and they must find a job for each person, even if it isn't a good fit. Then, each group is given a stack of job advertisements. As a group, they will read the advertisements and the cover letters and match applicants to jobs. ICQ's: Does each person need a job? Yes. Should you decide alone or with your group? With your group. FB: Monitoring and error correction. After the activity is over, each student gets his/her cover letter back with their new job attached.

If there is time, groups will be asked if they would change anything about the cover letters they have read. They are told to mark the changes using sticky notes.