Writing Lesson Plan
Unit number/Topic: Unit 5 – Friends Level: Grade 10 Lesson Length: 50
Global 10 minutes
Jobs Class: 10D2
Class size: 37
Type of lesson: 5H Writing: An Teaching Date: Teacher Trainee:
application letter. 04/03/2024 Đinh Duy Lâm
Main aim (s): By the end of the lesson students will be able to plan and write an application
letter for a voluntary role.
Subsidiary aim(s):
Students can analyze an application letter
Students know how to use grammar rules to formulate an application letter.
Personal aim(s):
Giving clear, concise instructions and examples.
Improving teaching methods and classroom management skills.
Materials: Grade 10 Friends Global textbook, laptop, projector, board, microphone.
Assumptions:
Ss may know some basic vocabulary with the topic of jobs from previous lessons.
Ss may have background knowledge about applying for a voluntary role.
Anticipated learners’ problems Suggested Solutions:
- Ss may not understand some - Provide them with the meaning and pronunciation
vocabulary and grammar in the example of words, and analyze any difficult sentence
text. structures.
- Ss may not understand the context of - Set the context before starting the lesson.
the lesson.
- Ss may be tired and unwilling to - Arouse the learners’ interest from the beginning of
participate the lesson.
Language Analysis
Vocabulary/New Pronunciation Meaning & Examples
words
1. starting-line (n) /ˈstɑːtɪŋ laɪn/ a line drawn on the ground where competitors wait
behind for a signal to begin a race
Eg: The runners are waiting at the starting line.
2. steward (n) /ˈstjuːəd/ a person who helps at a large public event, for
example, a race or public meeting, by keeping order,
showing people where to go, etc.
Eg: The race stewards will help you.
3. possess (v) /pəˈzes/ to have or own something.
Eg: I don't possess a single DVD
Procedure
Stage/Time Stage aim Teacher’s activities Students’ activities Aids
Lead-in Introduce - T introduces the Ss to a - Ss listen to the Slides.
the new fictional character named introduction.
(3 minutes)
lesson and Bob.
set the - T tells Ss that Bob is
scene for Ss interested in volunteer
to acquire a work.
new
language; - T tells Ss they will learn
get students' and help Bob write a
attention. letter of application.
Pre-writing Teach new - T shows Bob in some - Ss listen and guess Slides,
vocabulary. pictures and asks Ss to the meaning of the textbook.
(15 minutes)
guess the meaning of words.
Prepare Ss
them.
for writing - Ss note down the
an New words: new vocabulary.
application 1. starting-line (n)
letter.
2. steward (n)
3. possess (v)
- T asks Ss to listen and - Ss repeat the
repeat the word in chorus. words in chorus.
- T uses CCQs to check
Ss understanding.
Task 1: Read the formal
email. Match elements
a–g with parts 1–7 of the
email.
- T asks Ss to open their - Ss open their
books and look at the books and read the
email. email.
- T asks Ss to look at the
elements in task 1 and
invites 1 S to read them
aloud.
- T explains the elements - Ss match the
to the Ss and gives them elements with the
keywords to look for. parts of the letter.
- T asks Ss to match the
elements with the parts of
the letter.
- T invite some Ss to read
out the answers.
- T confirms Ss answers.
Task 2: Complete the
paragraph plan by
matching paragraphs
A–E of the email with
descriptions 1–5 below
- T invites some Ss to - Ss read the phrases
read out the paragraphs of out loud.
the letters
- T then asks Ss to look at - Ss find the
the descriptions in task 2. similarities and
- T explains the differences in the 2
descriptions with some pictures.
examples.
Feedback Answers:
1. D
2. E
3. B
4. C
5. A
Task 5: Read the
While writing Foster Slides,
writing volunteer advert below textbook,
(13 minutes)
skills. and plan an application handout.
email. Follow the
paragraph plan you
completed in exercise 2.
Then write your email
(120–150 words).
- T shows Ss a volunteer - S reads out a
advert on the slide and volunteer advert.
asks one S to read out
loud.
- T focuses the Ss on the - Ss mark the
crucial information of the important
advert. information.
- Ss work in pairs
- T gives out the handout
and write an
and asks Ss to work in
application letter for
pairs and use the
the advert.
information to write an
application letter for the
advert.
- T asks Ss to use the
structure in the reading
strategy to help them.
Post speaking Practice - T invites two random - Ss read their Slides,
speaking. pairs to come up and read application letter in textbook.
(10 minutes)
their application letter to pairs.
the class.
- T asks the other Ss to - Ss vote for the best
give their opinions on the letter.
pairs’ letters and vote for
the best one.
Feedback Key answers:
- T corrects Ss mistakes
after the speeches.
Appendix A
Fill in the blank with the phrases in task 6:
Hello everyone,
1.____________________ where our schools should spend more money. It's
clear that we're lacking in funding for music, sports, and school trips. The
main reason I feel this way is because few students play instruments, sports
participation is low, and school trips are rare.
Now, if I had to choose, I'd say schools should invest more in music.
2.____________________ why I believe this:
3._____________, there are plenty of sports opportunities outside school,
like the sports center in our town. So, we don't need to spend as much on
sports within the school.
4._____________, while family trips are great, school trips offer unique
learning experiences. However, given our limited budget, it might be smarter
to invest more in music, where the need is greater.
5._____________________, not many families have musical instruments at
home, and parents often can't teach music. So, without help from the school,
many students miss out on music.
6.________________, I think schools should spend money on all these
things, but music is the most important.
Thank you.
Appendix B
Introduction:
______________________________________________________________________________________
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______________________________________________________________________________________
Body:
First,________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Second,_____________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Conclusion:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________