Jeremy Schlichter Jeremy Schlichter

TP4a World of Work
Beginner level


Students will be introduced to vocabulary related to packing a bag and going to work. Through a mixture of realia, listening exercises and speaking exercises, the students will confirm the proper usage and pronunciation of these vocab words


Abc CD track 71

Main Aims

  • To provide clarification and practice of possession vocabulary

Subsidiary Aims

  • Listening


Places to take your bag (3-5 minutes) • To set lesson context and engage students

Teacher places the 3 images in succession on the WB detailing a typical day in the teachers life. Explaining that before he goes to work in the morning, he packs his bag with some items that may be needed throughout the day. As it happens, the teacher has brought his bag into class today. Ties into "what's in my bag" game.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Using the concept of what's in my bag? I will elicit through realia the target vocab. I will remove items from my bag one at a time attempting to elicit responses. Afterwards students will work in pairs to try to remember all the items that were shown.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Students will participate in choral and individual pronunciation drills of the possession vocabulary. At this point any stress and phoneme issues will be addressed

Matching Activity-Clarification continued (5-6 minutes) • To provide students with additional clarity of meaning as well as to have a written record of the vocab

Teacher to select one of 2 matching activities: Preferred option: Students (in pairs) will think about what they would pack to go to each of the locations on the handout. They are then required to sort the vocab into the appropriate column. Some items may vary between students so get them to provide justification for their choices. Some items may not fit into either category. Option 2: If pronunciation runs long, go with option 2, a simple matching exercise to ensure students are clear on the meaning of the vocab. Group checking of sheets follows, followed by WC feedback (identifying realia)

Controlled Practice (4-6 minutes) • To have students listen and recognize vocab words in a normal converstational setting

Students will be given a HO and instructed to listen for the item that Lee is looking for CD track will be played and students will answer 1 to 3 on the provided sheet. The track will be played again and this time students will listen for the location of the previously mentioned items. Students can peer check before FB will occur as a class, but students will come up to the WB to place the cut-out of the vocab item in the correct position on the picture. The vocab "Sofa" and "Table" will need to be clarified before audio track is started.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students will be instructed to fold their HO to show only the pictures at which point students will take turns asking if their partner has one of the specific items, to which students will reply "yes, i have [vocab]" or "no, I don't have [vocab]. These target sentences will be introduced and diagramed on the WB. This stage can be skipped in lieu of the mingle activity if running too short on time.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students will now get up from their chairs and complete a find someone who exercise, asking students "do you have [vocab]" to identify students on their sheets. FB will occur as a WC afterwards, calling on individuals to answer about the students they interviewed. Concept can be checked by asking the identified student to hold up the object in question.

Board Smash (6-8 minutes) • To review vocab in a fun way and energize the class

To be set up during the mingle exercise and will use up remaining class time (if any). Students are grouped into teams and each team nominates one member at a time to race to the board and to snatch a vocab word after it is called. Doing so earns that team one point. Will continue until all words are gone, or class time runs out.

Web site designed by: Nikue