Tahseen Rizvi Tahseen Rizvi

7b - Hard word
Pre-Intermediate level


In this lesson, students learn about vocabulary related to "verb collection (work)" in context to "steps for applying a job". The lesson starts with a discussion about students job experiences. This is followed by controlled activity (gap filling diagram) and then to semi-controlled, where students will listen to an audio and correct their work. Finally, there is free practice via a role-play speaking activity.


Kviksapjrs8kowgtr9jl l 6 ppt PPT

Main Aims

  • To provide clarification, review and practice of Verb collection (work) in the context of Job

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a role play in the context of job experience


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- T starts the lesson with discussing few questions to set the context of the lesson. For example: * How many jobs have you had in your life? Which was the best? The worst? * What makes a job interesting? Is it more important for a job to be interesting or have a good salary? * What do you think about job interview? * Is it OK to be unemployed? What problems do unemployed people have? - T can also help SS to answers the question by telling her experience, this will help the SS who don't have any job experiences yet.

Highlighting (3-5 minutes) • To draw students' attention to the target language

- Tell story of an imaginary character's job history, including some vocabulary items to check SS understanding. For example: - Mike leaving school, looking through job advertisements in the paper, applying, getting an interview, doing badly in the interview, finding another job advertisement, applying, getting the job, having training, etc. He finally found his dream job - he becomes a clown in the circus! - SS answers CQs questions related to the story to clean the story concept.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

- Give SS the HO and ask them to put the sentences in the correct place in the diagram. - SS look at the diagram. Check that they understand what the diagram represents (a possible sequence of events in people's work life). - Check answers and model and drill the pronunciation. - SS will answer in pairs and get their FB on the WB.

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

- T introduce vocabulary words with MFP for the following words: * job, work, employed, promoted, interview, training, course, applied. - SS practice their learned vocabulary followed by a game "hot seat" - - First, split your class into different teams (two is best, but if you have a large class, any number could be used). - Sit the SS facing the board. - Then take an empty chair - one for each team - and put it at the front of the class, facing the team members. These chairs are the 'hot seats' - Then get one SS from each team to come up and sit in that chair, so they are facing their team-mates and have their back to the board. - As the T, have a list of vocabulary items that you want to use in this game. - Take the first word from that list and write it clearly on the board. - The aim of the game is for the SS in the teams to describe that word, using synonyms, antonyms, definitions etc. to their team mate who is in the hot seat - that person can't see the word! - The S in the hot seat listens to their team mates and tries to guess the word. - The first hot seat S to say the word wins a point for their team. - Then change the SS over, with a new member of each team taking their place in their team's hot seat.

Controlled Practice (4-8 minutes) • To concept check and prepare students for more meaningful practice

- Give instruction for activity 2 (SF, Sbk page-68, ex-2) - SS read the short text "Back to work" and choose the correct past verbs to complete the given text. - SS then listen to the recording and check their answers. One play of the recording should be enough. - SS check their answers with WC.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

- Give instruction fro activity 3 (SF, Wbk page 34, ex-4). - SS match the job titles to their work. - This activity will help SS for free practice, in which students use job title to describe their work in details. - SS match the activity and check their answers with WC

Free Practice (4-8 minutes) • To provide students with free practice of the target language

- SS work in par and talk about their own work history (or of someone they know), using exercise 1. - T can ask SS to do the speaking activity as - a monologue (ie one person talks in along turn while the other listen). - An interview (ie listener ask question such as "when did you finish your studies?" and the speaker answers and explain about their work). - A discussion (ie both SS speak and listen, comparing their experience and find similarities and differences).

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