English Lesson Planner

Mary Barrera

writing - B1 level

writing
B1 level

Description

It's a group of 6 to 10 students, they're talkative and they always speak their minds

Materials

No materials added to this plan yet.

Main Aims

To introduce and provide practice of writing a job application.

Subsidiary Aims

Learners will have also read for gist and detail.

Procedure (38-45 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Teacher will ask students: Have you ever applied for a job? How was the experience? For example, in my case I have done it several times and for different positions and I think I had good experiences but when I applied to work at SAT was exhausted. How about you x? Teacher will listen to the students for 2 or 3 minutes.

Exposure (2-3 minutes) • To lead the Ss into the general theme of the text; to provide a model of the text type

Teacher will show an email, students have to read and answer the questions.Do you think I can get the job? Students probably say yes.

Useful Language (8-11 minutes) • To focus on the text structure, to highlight the useful language for the task, to give students thinking and note-taking time to organise idea for the subsequent task

In the next slide students can see the same email but the paragraphs have numbers, there are also sticky notes describing the part of the email. Teacher will say: Now put the sticky notes in front of the paragraph it corresponds. For example Dear Sir/Madam is : open the email. Teacher will do that with them but the the other teacher will elicit the answers. On the slide number 5 students can see the same email but with some phrases in bold, teacher say: "look at these phrases, have you got questions?" They will probably say no, if they have a question the teacher will just say is a form to express something (it depends on the phrase) so now you will have 3 minutes to write a draft of your email to apply for a job on your notebook" "x students can you tell me the intrusctions?" Teacher make sure all students understand and it starts counting 3 minutes.

Productive Task(s) (18-20 minutes) • To provide authentic written practice using text type structure and target language presented. To provide practice in skimming and reading for detail, to promote interest in what other Ss have written

Students having their draft they will write the email on a google docs, they have 10 minutes. When they finish they will go to BoRs and for 10 minutes they will check their own emails, they will check if the email: Does it have the correct paragraphs? Are they in order? Does it have the phrases? Does it have contractions? Do you think he/she will get the job?

Feedback and Error Correction (7-7 minutes) • To share a student's work with the whole class, to highlight errors and any good language that students have used and promote peer correction.

Teacher will ask: "Does anyone want to share the email? " If they are quiet the teacher would have to ask to a specific student to share. The teacher will ask if the phrases are well used, check spelling, the content and also say good things about the email.