Ilke Duru Ilke Duru

B3 level


In this lesson Ss will work on listening skills through a text about survey of worst jobs in the UK with using the lexis of compound nouns about jobs.


No materials added to this plan yet.

Main Aims

  • To provide gist, specific information and inference listening practice using a text about Professions people love to hate in the context of jobs

Subsidiary Aims

  • To provide review and practice of compound nouns in the context of jobs


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

The teacher have 2 pictures on the board, a nurse and a traffic police. Ss will be asked which is more respected. they will have a short discussion in pairs before the teacher gets their opinion. Which prefession is liked more? Why?

Pre-Reading/Listening (5-8 minutes) • To prepare students for the text and make it accessible

*Ss are given a matching activity on a HO, the compound nouns which they will need in the listening text will be on that activity. Peer check and quick feedback will follow. Teacher checks the meaning of a traffic warden, motorcycle courier, telesales rep and cold-calling as they are relevant to the upcoming listening task. *the following part on this HO is a group discussion. Ss will be divided the Ss in groups of 3 to decide the question on the HO. It is to create a prediction on the listening text.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

*Ss will be given the task. -Which of the jobs mentioned in the first exircise are mentioned? -Which is the most hated job? - Do people hate or respect these proffessions? will be asked before the listening. Then they receive the first listening. CCQs before the task: what are we going to do? What are the questions? *Monitoring to see if they are able to get the answers. *Peer check after listening and eliciting the answers from the students.

While-Reading/Listening #2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

*Ss will be given 8 statements and asked if these are mentioned. Peer check and feedback will follow. *If only necessary (If the students are familiar with this specific listening and they are fast to finish the tasks then we anticipate) Ss will be given some definitions from the task and they need to find which jobs are described with them. Peer check and feedback follows. *Error correction with the meaning and pronunciation (Some of the anticipated problems and the problems teacher observes during monitoring.)

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

*Ss will be divided in two groups as the necessary evils and victims. * first group will recieve a job and a role accordingly. * the second group will recieve a role where they create their own action. *they will be paired and have a role play. *Then they will be asked which is more annoying? short discussion before fnishing.

Web site designed by: Nikue