The lesson plan is for an 80-minute intermediate English class for 14 fifth-year students. The lesson focuses on developing reading, writing, listening and speaking skills related to job applications. Students will read and analyze sample application letters, identify formal and informal language features, listen to example letters, and work collaboratively to write a draft application letter to a fictional job posting as homework. The plan includes six activities such as analyzing letter extracts, categorizing formal/informal language guidelines, listening to example letters, reviewing application letter structure, reading a model letter, and writing their own draft in groups.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE:
Institución educativa: First English Institute
Año y sección: 5th Seniors
Nivel lingüístico del curso: intermediate
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: “Final Frontiers”
Clase Nº: 6
Duración de la clase: 80 minutos
Fecha de la clase: 11 de junio
Fecha de entrega de la planificación: 6 de junio
Learning Aims
During this lesson, learners will be able to…
 develop their readingand writingskills by readingand writing
an application letter.
 raise awareness of formal and informal register.
 develop their listening and speaking skills by listening a
recording and participating in class.
 work collaboratively in a google doc.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to job
qualities: experienced, accurate,
analytical, leadership qualities,
team player, reliable, organized,
etc.
N
E
W
Dear Sir/Madam,
Regards/ Yours Truly
Formal/informal language
Applying for a job / answering
a job ad.
I’m writing to….
I was very interested to see….
I hope that you….
I look forward to hearing from
you.

2. Materials
Padlet:
https://padlet.com/marinaalvarezdarriba/hghapnuzyuczjvja
Slides to present while I give my class:
https://docs.google.com/presentation/d/e/2PACX-1vS-r7zOZZSI4XkFiMHrXFHtkN-
NqiLMZC0Cm_La60WMeivYoIl4G92oJ4ZMK73cgXTBvm9Xlt2_ub5Z/pub?start=false&loop=false&d
elayms=3000
Textbook: Move it 4 Pearson (see photos at the end of the plan)
Successful writing Intermediate (only the recording)
Google docs:
https://docs.google.com/document/d/1GE_OS1RDS95TDutc527pV8olDeTtZRV1UW54tseDUIM/e
dit?usp=sharing
Procedures
I will greet students and engage in casual conversation. Then, I will
check attendance.
(5 minutes)
Iwillcommenton the Padletwherethey postedthe adsto recruitpeople
to go to another planet.Then, Iwill tell them that they aregoing to apply
to be a colonist on that planet. I will tell them: “Butbefore getting down
to the written task, you will do a number of activities that will help you
write this application letter.”
Transition: “Ok, let’s get started”
(10 minutes)
I willshow them a slidewith some extracts, and they will haveto tell me
which one belongsto an application letter. I will also ask if the extract is
part of the beginning, middleor end of the letter. Then, I will ask what
type of letter each extract belongs to and if they can tell me which key
words helped them decide. I can help them by asking: Which do you
think is a letter of invitation/ a letter asking for information/a letter of
complaint/ a letter asking for advice? Then, I will ask if they are part of
formal or informal letters.

3. Transition: “Now, let’s see some features of formal and informal
letters”
Activity 1: (10 minutes)
I will show them some guidelines on a slide, and they will have to
decideif they apply to formalor informalletters. They will have to
make a chart on their notebooks and classify them into formalor
informalwritingthem under the correct title.
Formal letters Informal letters
Transition: “Well done, now let’s listen to three letters.”

4. Activity 2: listening activity (10 minutes)
I will play a recording. (The recordinghas been taken from Successful
WritingIntermediate by Virginia Evans)Studentswill listen to three
letters and they will have to identify which letter is the application
letter. Then, they will listen again (this time just to the application
letter) and they will have to take notes on how the letter begins and
endsand what the openingand closing remarks are.
Transition: “Now, let’s give a look at somesuggestions on how to
write an application letter.”
Activity 3: (5 minutes)
I will show them a slidewith bullet pointson how to write an
application letter and they will have to tell me which of these bullet
pointsare wrong. I will make commentson each bullet pointafter they
answer. I will ask the studentsto copy the correct ones on their
notebooks.
Transition: “Well done!Now let’s have a break”
___________________break_____________________________
I will tell them : “Ok, now let’s give a look at the job ad and the
application letter you have on page 85”
Activity 4 pre-reading (5 minutes)
Studentswill read the job ad and tell me which phrases from the
bullets points they think will be included in the letter. I will show the

5. slides again, but they also have the language in the WritingFile on their
textbooks. This will be an oral activity.
Transition: “Now, let’s read and check your predictions”
Activity 5 reading (10 minutes)
I will ask one studentto read the letter aloud while students check
their predictions. Then, I willput them in breakoutrooms to answer
the questionsthey have on ex.3. When they are back to the main
session, wewill check answersas a class.
Transition: “Good!Now, you will have to write a letter in answer to
one ad your classmates posted.”
Activity 6 ( 10 minutes)
I will make groupsof three in breakoutroomsand studentswill have to
look at the Padlet’s posts and agree on which planet they will be
applying for being a colonist. Then, they will have to answer the
following questions that I will copy on the zoom chat:
Transition: “Great, now it’s time you write the draft of your letter”
Activity 6: (10 minutes)
I will show them a slide to make them remember the most important
points about letter writing and then I will send a google docs link
through the zoom chat so that they can start workingon their letters. I
will tell them they are going to have ten minutes only to start writing
and that they will have to finish the letters as homework. I will join the
docs and help them while they write. (If there’s no time for this activity,
it will be assigned as homework)

6. Transition: “Ok, time ‘s up. Did you like writing in groups?”
I will show students the last slide and say: Now, let’s recap! What have
you learned today?”

7. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Great writing session!
Have second thoughts as regards the letter writing – will it be done
individually or in groups? Think of the pros and cons.

8. Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one