Michelle Graham Michelle Graham

Teaching Practice 5a - WORLD OF WORK/TECHNOLOGY
Beginner level


In this lesson, students will listen to a humorous interview in which the president of a company describes his new job. First, the students will listen for gist. Then, essential vocabulary and grammar will be pre-taught and reviewed prior to the listening exercise for detail. Students will be given questions to answer about aspects of the president's job while they are listening. After listening, students will practice using the new lexis to describe different kinds of jobs.


Abc Poster putty
Abc Whiteboard, dry erase markers
Abc Lord Duncan multiple choice questions HO
Abc Matching Opposites (Adjectives) HO
Abc Enlarged picture of Lord Duncan
Abc Creating sentences HO

Main Aims

  • LISTENING: To provide students listening practice for gist and for specific detail related to the world of work.

Subsidiary Aims

  • VOCABULARY: To provide review, clarification, and practice using lexis that describes different kinds of jobs.


Stage 1 (Lead In/Create Context) (7-9 minutes) • To introduce the context of different kinds of jobs and to review the grammar from the previous TP slot

- T posts A4 pictures of different professions on white board and asks Ss to give the names of each job, with the question of "What's his/her job?" (or "What does he/she do?") - Write down names of jobs as they are elicited and drill, as necessary - Elicit the words 'easy' and 'difficult' from the students by giving examples (see attached language analysis) - Draw two columns on the side whiteboard, labeled 'Easy' and 'Difficult' - Divide Ss into groups of 3-4 and explain that they will work together to decide if the different jobs depicted are easy or difficult, then each groiup is given picture sets of the same images posted on the board (each group gets a different set of 3-4 photos) - When each pair is finished, they come to the front board, grab a large photo, and stick it on the side board underneath the heading of 'Easy' or 'Difficult' - T provides FB and praise and reviews Q & A: "Is his/her job easy?" "Is his/her job difficult?" Yes, it is. No, it isn't.

Stage 2 (Set gist task for listening activity) (6-8 minutes) • To give Ss a gist task for the listening activity, in the context of determining if a job is easy or difficult

- T holds up enlarged picture of Lord Duncan - "This is Lord Duncan. Where is he?" (Duncan Enterprises) T elicits as many words as possible from Ss by asking additional questions, such as "What can you see? What does he do? What's his job?" - T assigns gist listening task, "First listen to Lord Duncan talk about his job. Then, answer, 'Is his job difficult?'" - T plays audio once and asks Ss to give their answers and asks why they think his job is easy/difficult - T does a quick drilling of, "His job is easy. He has an easy job. His job isn't difficult. He doesn't have a difficult job."

Stage 3 (Pre-teach/Review vocabulary and set detailed task for subsequent listening) (10-12 minutes) • To give Ss practice listening for detail in the context of describing one's job

- T writes header 'New Vocabulary' on left side of board and fills in first two bullets with *easy (adjective) and *difficult (adjective) and elicits stress - T elicits the following lexis using the ECDW method and writes the MFP on the left side of the board: * interesting (adj.) * father (noun) * president (noun) * secretary(-ies) (noun) * a game of golf (noun phrase) - T holds up HO with questions about Lord Duncan's job and instructs the Ss to individually listen again and answer the questions on the worksheet - T distributes HO and plays audio (maximum of 2 times) - When Ss are finished answering the questions on their own, T instructs Ss to check their answers with a partner - T nominates pairs to give the correct answers to each question for the WC

Stage 4 (Drill pronunciation of sentences that use new vocabulary) (2-3 minutes) • To model the target language and give students practice saying the new lexis in the context of talking about jobs

- T asks the students to silently listen to the recording first - T plays audio again and asks students to repeat - T repeats sentences and does variety of choral and individual drilling with Ss (WC, just ladies, just men, then nominates)

Stage 5 (Matching activity) (2-3 minutes) • To provide a consolidation activity for the vocabulary

- T asks Ss to match each word on the HO with its opposite (good-bad, interesting-boring, easy-difficult) - T asks Ss to check their answers with a partner, then posts answer key on the WB

Stage 6 (Production Activity - Creating sentences to describe jobs) (9-10 minutes) • To give Ss practice using the vocabulary and grammar by having them create original sentences about different kinds of jobs

- T divides Ss into different pairs (numbering or another random method) - T elicits examples of different sentences using the pictures of different jobs E.g. "What's her job?" "She's a doctor." "Is her job interesting?" "Is her job boring? A doctor's job is interesting. = A doctor has an interesting job. - T shows Ss the noun phrases on the HO and instructs Ss to work in pairs and come up with sentences for each noun phrase E.g. Lord Duncan's job Lord Duncan has an easy job. His job is easy. - Ss pairs are given five minutes to create their sentences and practice speaking them to each other - T monitors and takes notes for group FB - At the end of five minutes, T nominates pairs to say one of their sentences - T gives praise and FB. If there is an incorrect sentence, T writes it on the board and elicits the correction from the WC

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