The cover letter

The Cover Letter

Warm-up

What is your dream job when you finish university?

Cover Letter Sample

Dear Ms Nowak,

I am writing to apply for a place on your two-week Work Experience programme and would like to be considered for the position of receptionist. This role attracts me because it combines customer service, organisation and problem-solving in an international setting.

I believe I am well suited to working on reception. Over the past two years I have volunteered at local cultural events, welcoming visitors, answering questions and dealing with complaints in both English and Spanish. These experiences have taught me to remain polite under pressure and to find solutions when people are stressed or confused.

More generally, I am confident that I would adapt quickly to a hotel environment. I am punctual, reliable and used to working in a team during school events. In addition, I understand the importance of maintaining a professional appearance and protecting guests’ privacy, key values in the hospitality sector.

From this programme, I hope to gain a clearer understanding of daily routines at reception, including check-in procedures, handling enquiries and coordinating requests with other departments. I am also keen to observe experienced staff managing difficult situations so that I can develop my own communication skills and prepare for a future career in hospitality.

Thank you very much for considering my application. I look forward to hearing from you.

Yours sincerely,

Elmer Santana

📄 C1 Cambridge-Standard Cover Letter Structure

 

1.  Opening Salutation

• Dear Sir or Madam, (when you do not know the name)
• Dear Mr/Ms + Surname, (preferred)

➡️ Cambridge penalizes informal greetings.

 

2. Opening Paragraph — Stating Purpose

Must include:

• Why you are writing
• The position/course/event you are applying for
• How you learned about it (optional)
• A brief introduction to who you are

C1 Cambridge-style example:
I am writing in response to your advertisement for the position of Language Assistant recently posted on your website.

✔ Clear purpose
✔ Appropriate tone
✔ Task achievement

 

3. Body Paragraph 1 — Your Qualifications & Experience

Demonstrate:

• Relevant skills
• Academic/professional background
• Concrete examples
• Evidence of your competence

What Cambridge expects:

• Range of vocabulary
• Complex structures
• Clear communicative aim
• Formal register maintained throughout

 

4. Body Paragraph 2 — Why You Are a Good Fit

Focus on:

• How your profile meets their needs
• Specific competencies and achievements
• How you can contribute to the institution/company

C1 feature:
Use advanced linking words (furthermore, in addition, consequently, nonetheless) and precise formal vocabulary.

 

5. Body Paragraph 3 — Why You Want Them

Cambridge expects awareness of:

• Audience
• Shared goals
• Motivation aligned with the organisation's values

Include:

• Why this institution
• What attracts you
• How the opportunity fits your goals
•  

6. Final Paragraph — Closing + Call to Action

Should:

• Reiterate your interest
• Politely request an interview or a response
• Thank the reader

Example:
I would welcome the opportunity to discuss my application in greater detail and look forward to the possibility of contributing to your team.

 

7. Closing Formula

Use a strictly formal closing:

• Yours faithfully, (no name)
• Yours sincerely, (if a name is used)
•  

8.      Full name

• Optional: signature

 

⭐ Cambridge C1 Writing Requirements Covered

Your cover letter must demonstrate:

✔ Content

Fully addresses all points in the task prompt.

✔ Communicative Achievement

Formal, polite, consistent register; clear purpose.

✔ Organisation

Logical structure, coherent paragraphs, appropriate linking.

✔ Language

• Wide range of vocabulary
• Grammatical control of complex structures
• Accuracy and sophistication expected at C1 level

 Useful Phrases for a Cover Letter or a Letter of Application

Start a Cover Letter Phrases

·  I noticed with interest your advertisement for …

· I am writing in response to your advertisement posted on…

·  I am very interested in applying for the position of …

·  I am applying for the position of ….., which was advertised in …..

·  I was interested to see your advertisement for …

·  I was referred to you by …./name/, who informed me of a …./position/

· I have pleasure in applying for the advertised position, as …

Cover Letter Phrases: Reasons for Applying for a Job

·  I would be well suited to the position because …

·  My professional skills appear to be well suited to your company’s requirements.

·  I have a lively interest in … and would appreciate the opportunity to work with you.

·  As you can see from my enclosed résumé, my experience and qualifications match this position’s requirements.

·  I would be well suited to the position because …

·  My strengths are …

·  I believe the combination of my education and experiences have prepared me…

· It is a challenging position for which I believe I am well qualified.

· This position represents an opportunity to continue my committed career path…

Write about Your Skills

·  I have a working knowledge of …

·  I believe I possess the right combination of …

·  I am an experienced user of …

· My professional experiences are supplemented by…

·  My interest and knowledge in this area was further enhanced by…

·  My particular area of effectiveness is…

·  I have an excellent command of …

Close Cover Letter Phrases

·  I would appreciate the chance to meet with you to discuss …

·  I look forward to our meeting.

·  If you are interested, please contact me at …

· I am eager to talk with you about the contribution I could make to your firm.

·  I would welcome the opportunity to discuss these and other qualifications with you.

·  I would welcome the opportunity to discuss further details of the position with you personally.

·  I look forward with enthusiasm to an opportunity for an interview.

8.2.4. Quantifiers + relative pronouns

 Speaking Cards for Who or What Am I?

https://wordwall.net/es/resource/101127292

Quantifiers + Relative Pronouns

🎯 Warm-up Activity:  Who or What Am I? – Relative Pronoun Edition

 

Objective: Students will orally practise the use of relative pronouns in relative clauses.
Level: B2–C1
Materials: Virtual Cards on Wordwall

 

Instructions:

1. Your teacher will project the name of a famous person or object on a card (e.g., “Elon Musk,” “Eiffel Tower”).
2. A selected student will stare at the class without looking at the board.
3. Classmates give clues using relative clauses only.
• Example: “You are someone who created electric cars.”
• “You are a monument which is in Paris.”
4. The student in front of the classe guesses who or what they are.

Video: Learning Through Laughter: A Student’s Experience with ‘Who or What Am I?’

Listening Worksheet:

https://www.topworksheets.com/t/RO2vaZCKuJf

🧍‍♂️ Quantifiers before whom (people) — from highest to lowest

Quantity Level	Quantifier	Example Sentence
🔹 100% (all the people)	all of whom	The panelists, all of whom are experts, agreed on the result.
🔹 Two people	both of whom	I consulted two mentors, both of whom gave valuable feedback.
🔹 A large number	many of whom	We interviewed alumni, many of whom now work abroad.
🔹 A majority	most of whom	The applicants, most of whom had MAs, impressed the committee.
🔹 A portion	some of whom	She leads 20 researchers, some of whom are part-time.
🔹 A few	several of whom	I met editors, several of whom publish in open-access journals.
🔹 A small number	few of whom	They had 60 volunteers, few of whom stayed until the end.
🔹 Each individual person	each of whom	He thanked the reviewers, each of whom contributed insight.
🔹 Zero people	none of whom	I called five witnesses, none of whom answered the phone.

 

🧩 Quantifiers before which (things or ideas) — from highest to lowest

Quantity Level	Quantifier	Example Sentence
🔹 100% (all the things)	all of which	The sources, all of which are peer-reviewed, are reliable.
🔹 Two things	both of which	She proposed two models, both of which are viable.
🔹 A large number	many of which	He cited studies, many of which contradict the hypothesis.
🔹 A majority	most of which	They set goals, most of which were achieved.
🔹 A portion	some of which	I tried several strategies, some of which improved retention.
🔹 A few	several of which	They offered options, several of which were affordable.
🔹 A small number	few of which	He made claims, few of which were substantiated.
🔹 Each individual thing	each of which	The chapters, each of which ends with a summary, are helpful.
🔹 Zero things	none of which	We ran five tests, none of which produced an error.

Collaborative Online Exercise:

https://wordwall.net/es/resource/101131087

Individual Exercise 4 on page 66

Halloween 2

 

Video of The Evolution of Halloween: From Ancient Rituals to Modern Celebrations

Listening Exercise of Multiple Choice

https://www.topworksheets.com/t/XQjcldaSQ3C

🎃 C1 Discussion Points: Halloween

 

1. Cultural Appropriation vs. Appreciation
   Should certain Halloween costumes be banned because they appropriate or misrepresent other cultures? Why or why not?
2. Commercialization of Tradition
   Has Halloween become too commercialized to retain its cultural or historical meaning? How does marketing shape modern celebrations?
3. Fear and Entertainment
   Why do humans enjoy being scared during Halloween? Discuss the psychological appeal of horror movies and haunted attractions.
4. Globalization of Halloween
   Is the spread of Halloween to non-Western countries a sign of cultural exchange or cultural domination?
5. Ethics of Trick-or-Treating
   Should parents encourage children to participate in trick-or-treating in all neighborhoods, or are there ethical or safety concerns to consider?
6. Environmental Impact
   How can Halloween celebrations become more sustainable—especially regarding costumes, decorations, and candy packaging?
7. Symbolism of Death and the Supernatural
   What does the popularity of ghosts, zombies, and skeletons say about how modern societies perceive death?
8. Education and Inclusion
   Should schools celebrate Halloween, given its pagan origins and diverse student backgrounds? How can educators approach it inclusively?

 

Halloween

 

C1: Halloween Special – Spoopy Season

1. What are the similarities and differences between these two images?

• Which of these images do you find the spookiest?

Listening (Part 2) VIDEO – The Messed Up Origins™ of Jack-o’-Lanterns

Listening Exercise

https://www.topworksheets.com/t/u97yPJvfwYK

Reading and Use of English (Part 7)

Read the text and choose the correct paragraph from [A]-[G] to fill in the gaps [1]-[6]. There is one extra paragraph, which you do not need to use.

ADAPTED FROM CULTURE DESK – San Francisco Chronicle

What is spoopy? Your guide to the Internet’s favorite Halloween aesthetic

For the past few years, October has not only heralded the return of Halloween and pumpkin spice lattes, it has also marked the dawning of spoopy season. For a small group of people who belong in the center of a Venn diagram of mellowed-out goths and the “extremely online,” the spoopy aesthetic has become a source of joy and comfort in turbulent times.

[1]____

“Spookiness is campy, but spoopiness is campy in a very specific way,” says John Paul Brammer, a New York City writer and advice columnist whose popular memes about the demonic goat from the movie “The Witch” are more of the former. “Spoopy’s whole thing is that it is not frightening. It’s not threatening, not arcane, but uses the trappings of the threatening and the arcane to make the joke: OoOoOooOo!!! SpoooOOoooOOooky!!”

[2]____

Its origin is much more straightforward than its meaning. In 2009, the word was spotted on a skeleton-theme sign displayed at a Ross Dress For Less store. Though its ascent took some time, the term gained popularity on niche social media communities like Tumblr until it finally reached escape velocity to spread even further.

[3]____

Though it might seem random, the delight of this sort of banal creepiness stems from the desire to look an object of fear in the eye — and laugh.

[4]____

In political discourse, Prevas points to anti-transgender activists using the image of Frankenstein’s monster to demonize transgender people. Historically, monsters have often stood in for types of people who were undesirable: racial minorities, immigrants, queer people, anyone outside the “normal.” “I love the unsettling part of (spoopiness),” Prevas says, “that disconnect between seeing the creatures which we expect to see in a horror scenario in a perfectly quotidian scene.”

[5]____

I don’t think it’s a coincidence that it resonates so well right now, at a time when marginalized people’s status feels extremely fraught and political rhetoric insists on estranging us from polite society. This aesthetic defies the imperative to be afraid: Instead, we embrace the monsters as part of ourselves, as neighbours. To let the monster out is, in a sense, letting oneself out. 

[6]_____

When we look at the skeleton riding a bike, it almost feels aspirational: This is what life could look like if our cloistered selves were set free. As it turns out, spoopiness might be just what we need right now.

[A] Because I’m a restaurant critic, my gauge of whether or not something has hit the mainstream is “The Great British Bake-Off.” In the 10th season, currently airing on the British Channel 4 and Netflix, Spanish contestant Helena Garcia has emerged as a fan favourite thanks to her memorably macabre but cute creations like a chocolate orange tarantula flanked by macadamia nut spider eggs, eldritch horror pies and bloody green “witch finger” biscuits.

[B] What is “spoopy”? It’s the coupling of wildly absurdist humour with terror — an aesthetic unto itself that, like camp, can be hard to articulate.

[C] Spoopy is a reclamation and reframing of these monsters, a mind-set that boasts, “You say I should be scared of this? Hilarious!”

[D] In fables and literary fiction, monsters are the embodiments of everything that society represses: a “warning system” of sorts, says Christine Prevas, a Columbia University Ph.D. candidate whose research focuses on applying queer theory to contemporary horror. The monster is a taboo made flesh: A prepubescent girl turned foul-mouthed, vomiting demon in “The Exorcist”; a bad sexual encounter run amok in “It Follows.”

[E] When I look at this stuff, it reminds me of how I like to “watch” horror movies by reading their plot summaries on Wikipedia: a digital version of peeking at Medusa’s face by holding up a mirror.

[F] This disruption of the narrative of otherness mirrors the way people actually want to be seen. For instance, queer people can be queer outside of designated contexts like gay bars and the privacy of one’s bedroom, Prevas says. “We’re also queer in the grocery store. We’re also queer on a bicycle.”

[G] Much easier than defining it is sorting through what is and isn’t spoopy. As a start, think of it as friendly and somewhat sarcastic horror: A skeleton isn’t, but a skeleton riding a bike? Definitely spoopy. The Babadook isn’t, but the memes that claim that the monster is a proud gay man? Super spoopy.

Reading Worksheet:

https://www.topworksheets.com/t/AYdXzekb7AX

Vocabulary Exercises

Collaborative Vocabulary Exercise:
https://wordwall.net/es/resource/81020759

Individual Vocabulary Exercise:

https://www.topworksheets.com/t/tTZp3Pvt-_c

8.2.3. 🎨🧠 Poster Project: “Explaining Educational Learning Theories through Defining Clauses”

Poster Project: 'Explaining Educational Learning Theories through Defining Clauses'

 

1. Objective: Students will apply relative clauses while writing a short explanation of a learning theory based on research.

2. Instructions:

Students research and explain one learning theory in a short, coherent paragraph (100–130 words) using defining relative clauses (who, which, that, where, whose). They then design a poster for classroom display combining theory and pedagogy.

 

3. Poster Design Components:

Each student/group designs a poster including:

1. Title: Name of the theory (e.g., Constructivism in English Learning)
2. Theorist(s): e.g., Vygotsky, Piaget, Skinner, Rogers
3. Short explanation paragraph: using defining relative clauses
4. Icons/Visuals: representing collaboration, feedback, scaffolding, etc.
5. Classroom Activity Example: one clear example from the paragraph
6. APA Reference: e.g., Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.

 

4. Assessment Rubric (10 points)

Criterion	Description	Points
Grammar accuracy	Correct and varied use of defining relative clauses	2
Content accuracy	Faithful, concise explanation of the theory	2
Connection & cohesion	Logical linking between ideas and example	2
Visual presentation	Clear layout, color, images, readability	2
Creativity & clarity	Original, pedagogically meaningful design	2
Total		10 points

 

🧠 Foundational Educational Learning Theories:

 

1. Constructivism – learners actively construct knowledge through experience and interaction (Vygotsky, Piaget).
2. Behaviorism – learning as habit formation through repetition and reinforcement (Skinner, Pavlov, Thorndike).
3. Cognitivism – language learning as a mental process involving input, storage, and retrieval (Piaget, Bruner).
4. Sociocultural Theory – emphasizes social interaction, scaffolding, and the Zone of Proximal Development (Vygotsky).
5. Krashen’s Input Hypothesis – comprehensible input (“i + 1”) is essential for acquisition.
6. Swain’s Output Hypothesis – learners improve through meaningful language production.
7. Interaction Hypothesis – negotiation of meaning during communication promotes acquisition (Long).
8. Connectionism – language learning as pattern recognition through exposure and frequency (Rumelhart & McClelland).
9. Humanistic Approaches – focus on affective factors, motivation, and the whole learner (Rogers, Maslow).

8.2.2. Alternative words to when, where and who

 🧠 Constructivism: A Dynamic Approach to Learning

 

Constructivism is an educational theory in which learning is viewed as an active and reflective process rather than a passive reception of information. It challenges traditional instruction in which teachers transmit knowledge directly and students simply memorize content. Instead, learners actively construct meaning through interaction, experience, and collaboration with others.

 

The foundations of this theory were established by Jean Piaget, by whom the concept of cognitive development was defined. He identified stages at which learners form mental frameworks through experimentation and discovery. Lev Vygotsky, from whom the sociocultural dimension of learning derived, emphasized that knowledge develops through dialogue and cooperation. His concept of the Zone of Proximal Development describes the distance in which learners can perform tasks with assistance before mastering them independently.

 

Constructivism promotes learning environments in which exploration, inquiry, and creativity thrive. Teachers design authentic tasks on which students can test ideas, reflect, and build understanding. In these classrooms, the educator becomes a guide to whom learners turn for feedback and from whom they receive support. Learning becomes more meaningful when students take responsibility for constructing knowledge.

 

Modern pedagogical models such as problem-based and experiential learning originate from constructivism, from which current approaches draw their core principles. It provides a framework by which education becomes more personal, interactive, and transformative, preparing learners to think critically and apply knowledge beyond the classroom.

 

References (APA 7)

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Piaget, J. (1954). The construction of reality in the child. Basic Books.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Reading Comprehension Exercise:

https://www.topworksheets.com/t/Xd_nr-L58Fa

 

 

Collaborative online review exercise about 'in', 'on' and 'at'

https://wordwall.net/resource/55458480

 

Individual online exercise about 'which' vs 'when' and 'where'

https://www.topworksheets.com/custom/789cc1f1-3e1d-4dca-8489-b059d4f4b67c

 

'In which' versus 'where' and 'when'

Cancun is the city where I live.

Cancun is the city in which I live.

 

Spring break is the season when many young Americans arrive in Cancun.

Spring break is the season in which many young Americans arrive in Cancun.

What statements do you think sound more formal - the ones with 'in which' or the ones with 'where' and 'when'? 

As you can probably guess, 'in which' is more formal than 'where' and 'when.'

 

 Collaborative online exercise about prepostion + which or whom on Wordwall

https://wordwall.net/resource/55416780

 

Collaborative online exercise about relative clauses with preposition + relative pronoun on https://wordwall.net/resource/31776102

Individual assignment

https://www.topworksheets.com/t/8HyO8kCeRsF

Teamwork Assignment: Do research about a theory of Learning English as a Foreign Language to design a poster on Canva.

🎓 Elements to Analyse a Theory on a Poster

1. Title and Author(s)

• Name of the theory.

• Key thinker(s) by whom the theory was developed.

• Period or context in which it emerged.

2. Historical Context

• The era or educational movement from which the theory originated.

• Social, cultural, or technological conditions at which the theory became relevant.

3. Main Concepts

• Core principles and keywords that define the theory.

• Essential ideas on which the theory is based (e.g., interaction, experience, behavior, cognition).

4. Key Theorists

• Biographical background of the scholar(s).

• Influences or schools of thought from which they drew inspiration.

5. Learning Process

• Description of how learning occurs according to the theory.

• The relationship between teacher, learner, and environment.

6. Classroom Application

• Examples of activities or methodologies in which the theory is applied.

• Teaching roles and student behaviors related to the model.

9. Conclusion

• Final statement summarizing why the theory remains relevant.

• Implications for modern teaching practice.

10. References

• Academic sources and publications in APA 7 format.

• Include at least three reliable references from which theoretical support is drawn.

8.1.2. Learning Styles

What theories of learning styles do you know?

Video of Honey and Mumford’s Four Learning Styles Explained | Educational Psychology Series

Listening Exercise:

https://www.topworksheets.com/t/Di9B3q1oFYH

Individual Reading Exam Task on Page 64

Collaborative Exercise 5 on Page 65 on Wordwall

https://wordwall.net/resource/78523316

This text is a classic summary of Honey and Mumford’s four learning styles, which are derived from Kolb’s experiential learning model.

Here’s how each paragraph corresponds to the specific style:

 

🧠 Learner A – Theorist

Description in the text:

“People in this group adapt and integrate observations into complex but logically sound theories… They like to analyse and synthesise… Their philosophy prizes rationality and logic.”

Key traits:

• Logical, objective, perfectionist
• Like models, theories, and systems
• Prefer rational explanations and dislike ambiguity

 

⚡ Learner B – Activist

Description in the text:

“People in this group involve themselves fully and without bias in new experiences… ‘I’ll try anything once’… They thrive on the challenge of new experiences.”

Key traits:

• Open-minded, spontaneous, enthusiastic
• Enjoy new experiences and teamwork
• Act first and think later

 

🧩 Learner C – Pragmatist

Description in the text:

“These people are keen on trying out ideas, theories and techniques to see if they work in practice… They like to get on with things and act quickly and confidently on ideas that attract them.”

Key traits:

• Practical, goal-oriented, efficient
• Apply ideas immediately
• Prefer action and results to theory

 

👁️ Learner D – Reflector

Description in the text:

“They collect data… prefer to think about it thoroughly before coming to a conclusion… They prefer to take a back seat in meetings and discussions.”

Key traits:

• Observant, cautious, thoughtful
• Gather and analyse data before acting
• Prefer watching to taking the spotlight

 

🧾 Summary Table

Letter	Learning Style	Key Verbs	Learning Preference
A	Theorist	analyse, synthesise, rationalise	Logical structure, models
B	Activist	try, act, involve, brainstorm	Immediate experience, action
C	Pragmatist	apply, experiment, implement	Practical application
D	Reflector	observe, collect, ponder	Observation and reflection

 

Quiz of Honey and Mumford Learning Style Questionnaire: What kind of learner are you?

https://www.mint-hr.com/mumford/