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Practice with jobs, questions, dialogues based on personal information
Beginner level


In this lesson, the learners will get controlled written practice of wh- questions and practice speaking skills in the context of jobs and nationalities.


No materials added to this plan yet.

Main Aims

  • To provide controlled written practice of wh- questions with to be in the present and vocabulary of jobs and nationalities in the context of personal info.

Subsidiary Aims

  • Speaking


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Write the topic of the lesson. "Practice with jobs, nationalities, wh- questions and dialogues on the board and put two sets of the pictures of jobs from Wkbk p.9 ex.1 on the two walls of the classroom before the lesson begins. After the greeting and showing them the key to the homework (stuck on the wall), put the students into two groups and get them to write the names of the jobs under the pictures. Then give a key to one student and get him to check the spelling.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Show the students the handout and point to ex. 3 taken from the Wkbk. p. 10 and show them where they have to write. Then hand the worksheets out. Get them to look at the pictures in ex. 3, complete the questions and statements. Then tell them to check in pairs. Give them an answer key and then tell them to practice in pairs. Get two pairs to do the conversations in open class.

Controlled practice (10-11 minutes) • To concept check further and prepare students for free practice

Prepare strips for the questions in 4a. Get 4 students with the strips of the example sentence to stand up and tell them to get in line to form the sentence "BRUCE IS FROM AUSTRALIA. " and then ask them to make it a question "IS BRUCE FROM AUSTRALIA ?" Put the students into 4 or 5 groups, hand the strips containing the words in the exercises and tell them to form 7 yes/no questions with the strips. Work with a student to model how to make the questions. Then get two students to model the procedure. Walk around and check answers. When they are finished, give them more blank strips and tell them to write short answers for the questions on little strips and match with the questions. Tell them to change places, check other groups' answers while you walk around. (A key can not be given in this exercise because there are many possibilities.)

Semi-Controlled Practice (12-13 minutes) • To concept check further and prepare students for free practice

Write this conversation in random order on the board. Get them to number the sentences correctly to make a dialogue. Hello, my name's David. What's your name? Gina. Nice to meet you Gina. Nice to meet you, too. Where are you from? I'm from England. What's your job? I'm a sales assistant. Gİve each student a role card prepared by using p. 130 from the TsBk. Give them 30 seconds to memorise their new identities. Put five people in a circle facing outwards and five people in the outer circle facing them. Change the composition depending on the number of students. Get them to rotate so that they get a chance to practice with different people.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Get 1/3 of the students hold up their identities so that the others can see. Get two students to stand up and practice the conversation below with you according to their new identities. What's her name? Her name is Gina. Where's she from? She's from Portugal. Is she an actress? No, she isn't. What's her job? She's a policewoman. Then get three students to model in front of the whole class. Put the students in groups of three and get them to practice similar dialogues. Use the remaining time to correct on common mistakes and problem structures.

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