Communication Workshop教案3

A Letter of Application

Communication Workshop

Unit 14 Module 5

I. Teaching content

A Letter of Application in Communication Workshop Unit 14 Module 5.

It provides a basic guided writing intended to improve students’ writing skill.

II. Teaching aims (Knowledge, Ability and Communicative Aims)

This lesson is to help students improve their writing skills and become independent writers. By the end of the lesson, the students will be able to:

· write clear and grammatically correct sentences related to an application letter

· organize the letter properly

· produce a “real

letter”

· develop awareness of the need of real communication

III. Teaching focuses, difficulties and main problems of students

1. Focuses

This lesson focuses on instructing students to write an application letter.

2．Possible difficulties

•Students may have some difficulty writing logically and grammatically correct sentences.

•They often don't have much to say about personal qualities and qualification to show they are qualified for the job.

IV. Teaching approaches and strategies

1．Task-based principle

Students are asked to carry out various tasks using the sample language in authentic situations to show that students learn English by using it.

2．Student-centered principle

Students play the leading role of practice in class under the guidance of the teacher. The teacher acts as a resource provider and an instructor, providing helpful language and inspiring them to use properly.

3. Aid: 1) PPT 2) Student Worksheets

V Teaching Procedures

Step 1 Revision

1. Revise the application letter in the textbook and find the layout of the letter.

2. Layout of the letter

Opening paragraph

Reasons for writing

What job/position you are applying for

·Reasons for interest in the job and the company

·Personal qualities

·Qualifications and work experience

In these paragraphs you try to persuade them you are qualified for the job.

your telephone number and email address

your expectation of a reply or an interview

Body paragraphs

Closing paragraph

3. Helpful Language

1) Your reasons for writing

I am writing to apply for a position/post/ the reporter position in your company,

(which was) advertised on the school notice board / in the local paper of 8, May/

At your website.

2) Why you are interested in the job

I would like to work for you because …..

Working in your company appeals to me because it has a good reputation and it provides excellent training.

3)Your personal qualities

I am a motivated (enthusiastic, responsible, reliable, creative, devoted, committed, hardworking…) person. I am good at getting along with different types of people….

4)Your qualifications (certificates, majors)

I have graduated from…with a bachelor’s degree in Arts.

I have passed CET-6 in 2000 and I can communicate with..in English.

I hold a certificate in teaching English as a Foreign Language.

5)Work experience

I have served/worked in a company as a volunteer. The experience has improved my communication skills and my leadership skills.

I have been involved in organizing some exhibits, so I have the ability to ….

6)Formal ending

I am available for interview at any time.

I am looking forward to meeting you/ hearing from you.

Step 2 Development

Before giving the helpful language, I’ll ask the students to brainstorm to inspire their interest and stimulate them to think of more proper words and expressions.

The development part including the suggested layout and helpful sentences serves as a powerful development tool. It provides a model for students to imitate or practice

on their own. In this step, the teacher acts as a resource provider and instructor to make sure that students develop language before practice.

Step 3 Practice

About task 1

Students are asked to write logical sentences using the given clues.

Common logical mistakes in student writing:

1.…apply for a programmer on the notice board

2.…apply for a manager position advertise on June 20th, 2009, Youth Digest

3.…like to work in your company as an editor. Because it has a good reputation and provides excellent training and high-quality service

4.…participated some voluntary work and I have got some experience in organizing events and getting along with different people.

5. Please contact me from my mobile phone 12345678 and write to me at clever@yahoo.com.cn

About task 2

Teacher asks students to write paragraphs using given clues. After they finish the task, students check their writing each other and talk about ways the sentences and paragraphs could be improved.

Common mistakes in arranging ideas in a logical way to develop a main idea and using connective words:

1) I would like to work for you because I am interested in being a journalist in Beijing. I have got more work experience and have learnt more about the city of Beijing.

(Better) I would like to work for you because I am interested in being a journalist in Beijing. I also expect to get some work experience and learn more about the city of Beijing.

2) ..In addition, I am a useful photographer.

(Better) …I am a good photographer, which might be useful for the job.

The above practice tasks provide opportunities for students to practice what they have learnt. Theseopportunities ensure that students write a coherent and well-organized letter and all ideas are arranged logically.At the same time, all the tasks give the teacher the chance to guide and monitor learning progress.

Step 4 Summary

After the above tasks, the teacher has the class summarize what they have learned in class. Students can use the opportunity to go through the layout and helpful sentences again. Meanwhile they assess their language acquisition themselves.

Step 5 Assignment

Independent Practice--- “Real” writing

Students are told they are going to apply for a job and write a response to the ad they choose. Thus students get involved in “real” writing.

The assignment is planned as Independent Practice, which I believe students can accomplish without teacher’sguidance. It provides opportunities for students to measure their own progress and also give teacher the chance to determine whether students have truly mastered the expected outcomes.