Abouzar Sekhavat Abouzar Sekhavat

Abouzar- 11/04/2016
begınners level


In this lesson, students are going to work on their receptive skills (listening). The lesson starts with a discussion about a picture of a woman who is interviewing a girl to hire her as an au pair. This lesson is mainly exposes the students to the correct pronunciation of modals and the natural intonation. Finally, the freer practice in the end of the lesson is a great chance for students to have an oral fluency practice talking about their capabilities using modals.


Abc A couple of pictures

Main Aims

  • Listening. To review and learn the correct pronunciation of modals (can, can't)and their intonation in a negative and positive sentences in a real context

Subsidiary Aims

  • Speaking about different abilities the students have and find a good job for their partner.


Lead-in (5-7 minutes) • To set up a context as a warm up to involve students in learning how to use the modals with correct pronunciation and intonation.

The teacher is going to tell a short story about his problems in Istanbul and states that he is going to live in Istanbul and he needs to find a good job to afford living in this city. Then he writes some of his abilities and disabilities, something that he likes/dislikes doing to make money on one side of the board and sticks some pictures which shows some jobs on the latter part. Then he puts them in pairs and asks them to discuss which job is suitable for him. In this stage the teacher pre teaches some vocabulary that they need to know for listening comprehension.

Pre-listening (8-10 minutes) • To involve the students thinking about a conversation which they are going to listen and get them prepared to listen efficiently.

The teacher sticks a picture of a woman who is interviewing a girl to hire her as an au pair. Then the teacher asks them two broad questions (How are they related?/What are they talking about?) to engage the students in topic then has them to talk about the picture in pairs and say what is going on in the picture. Then he brainstorms the ideas. Brainstorming the ideas encourages the students to use their background knowledge to communicate with teacher.

While-listening gist (5-7 minutes) • A very simple task to encourage the students ans raise their curiosity to listen to the audio eagerly

The teacher gives the students a task (A Yes/No question) which is very easy to do and they can simply get the gist of the conversation.The teacher grades his language when he is giving instruction to make sure all students understand the task. Then he asks a CCQ and play the audio. After listening to the task, they check their answers in pairs and the teacher asks the whole class to answer the question. Yes or no?

while-listening (very controlled practice) (5-7 minutes) • This task aims to make students listen more carefully to get new information

The teacher shows the task before hand them out.There are nine activities from which some of them must be chosen according to the conversation. He asks them to check the activities which were said in the dialogue and put cross on the rest. Then the teacher asks ICQs to make sure they will follow the task. The teacher gives the handouts and plays the recording. After that he puts them in pairs to discuss their answers and in the end he gives them the answer key.

while-listening (very controlled practice) (5-7 minutes) • To make the students meet the challenge in the last part of listening

There is a hand out which has been designed to make the learning environment a bit challenging. The teacher gives the instruction for this gap filled task and asks some ICQs for clarification. The students are put in different groups and they are asked to look at the gaps and try to remember the missing words and tell them in group. Then the teacher plays the audio. After that he asks them to discuss their answers. After all they are given the full text of dialogue.

Freer practice (5-7 minutes) • To provide students with the chance of fluency practice in their real life

The teacher numbers the students in each group. Then asks the students with same number to be in pairs. Then they are asked to write some questions about abilities and disabilities with (can) and ask his partner the questions. Then as his partner answer the questions, he suggests the best job which is still on the board. Then in the end the teacher nominates some students to tell their preferable job for their partner and tell the reason, too.

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