pelin pelin

Jobs lesson- Listening and vocabulary
Beginner level


In this lesson will work on Ss' listening skills and introduce some new vocabulary in the context of Jobs.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed listening practice using a text about Tina's friends in the context of Jobs

Subsidiary Aims

  • To provide clarification of Jobs in the context of Jobs


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

To begin the class i will show the Ss some pictures of different jobs. Then i will give them one minute to write down as many names of the jobs they see individually. ICQs: Eg. How many minutes? Do we write slowly or quickly? Do we write everything we see in the picture or just the jobs? After one minute i will hide the pictures and ask the students to check in pairs and to complete their list. Then I will show them the pictures again and ask them tot me the names of the jobs and i will write them down underneath each picture.

Pre-Reading/Listening (5-10 minutes) • To prepare students for the text and make it accessible

- Then i will get the Ss to look at the visual i put on the WB then i will ask them to tell me the name of the job in the picture. - i will write then name the job under each picture. - I will show Ss how to pronounce the words as well as marking the stress on words. -Then i will elicit the correct pronunciation as a class. - Correct and practice and drill.

While-Reading/Listening #1 (5-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Then they will listen for gist - They will look at the photos of Tina and matt. - Then they will listen to the recording and match the names to the photos and 1 to 4 on tins computer. -Look at the pictures - Listen to the recording , Tina is talking to matt about her friends. -Then find the name of each person then rite the name under their picture. - Then i will get them to check their answers in pairs. -Then i will ask for the answers and check if their is still any problems.

While-Reading/Listening #2 (5-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- I will get to listen to recording again. - Then complete the table like the examples shown. - Then i will change their pairs and ask them to check their answers. - then i will i will agin give them answers and check if there is any problems.

Post Listening (3-5 minutes) • To check if Ss have understood the concept

- Then Ss will individually answer the question using the information in the table. - Ill ask them to check their answers in pairs. - Ask them to give me their answers and correct if necessary.

Post-Reading/Listening (5-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Then i will get the Ss individually to think about three best jobs in their opinion. - Then i will get them to get into pairs and decide 3 best jobs out of the six they already have. - Then i will put them into 2 bigger groups and ask them to do the same.

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