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job advertisements
Pre- intermediate level


In this lesson, students will have given the chance to practice the modal verbs: can, should, must ,have to and the semi-modal need not through out job advertisement context. The methodology which will be used in this lesson is task based learning. The choice of the method and the task is based on the students` needs and their previous lessons. They will be exposed to the target language while they are doing the task and then, they will notice the form and the uses by themselves. After they finish the task, they will have a further practice activity to reinforce the use of the target language.


No materials added to this plan yet.

Main Aims

  • • By the end of the lesson, students will have given the chance to practise using modal in job advertisements context.

Subsidiary Aims

  • To provide fluency speaking practice in a task in the context of job advetisements


Warmer (5-7 minutes) • To set lesson context and engage students

- T divides Ss into two groups. -T writes (job advertisements) on White-board. - T asks the groups to write a list of vocabulary related to job using (job advertisement) letters as the initial letters of their words. - T gives example ( j - journalist). -T monitors - Ss one by one from the groups come to the white-board to categorize the previous word and write a word for next letter. - T checks the spelling, meaning and pronunciation of the words with the whole class.

Exposure (7-10 minutes) • To provide a model of the task and highlight useful words and phrases

- T gives Ss the two job advertisement articles. - Ss read them. - Ss comment on the articles in their groups.

Task (10-15 minutes) • To provide an opportunity to practice target productive skills

- T divides the class into two groups. - In their groups,Ss talk about: 1- Their jobs. 2- The things they are responsible for. 3- The things they like about their jobs. 4- The things they hate about their jobs. 5- If they had a chance to apply for this job advertisement, what would they say in the interview to get the job? - T monitors.

Planning (10-13 minutes) • To provide an opportunity to plan students' reports

- T elicits some of the things Ss hate about their jobs. - T asks them to imagine that they are going to pay someone to do the things they hate about their works. - Ss have to write their job advertisements individually - T monitors and provides help if it is needed.

Report (8-10 minutes) • To allow students to present their job advertisement and discuss them

- When they finish his job advertisement, they stick them on the wall. -Ss walk around and read each other advertisement. - T gives them time to choose which is the best one with explaining the reasons of their choices

Language Analysis (10-15 minutes) • To clarify the meaning, form and pronunciation of the task language

- In their groups, Ss look at the job advertisement and job adverts article to: 1- Underline the modal verbs. 2- Write their uses. 3- T elicit the modals and write them on the white-board. 4- Elicit their uses from Ss and write them on WB and elicit some examples. 5- Elicit the positive, negative, yes/no question forms of the modals. 6- Checking the pronunciation is done while eliciting the examples. 7- If the students had some problems in pronunciation, T would use choral drilling.

Language Practice (15-20 minutes) • To provide students with practice of the task language

-Teacher tells the students that they have announced their job advertisements and now they have to prepare some questions that they will use in the interview using the modals. - Teacher gives the students time to write their questions. - Teacher pairs the students up to act the interview. One student is the interviewer and the other students is the applicant. - When they finish the interview, they switch roles. - Teacher monitors and checks the use of modals.

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