Shuaibu Umar Doggi Shuaibu Umar Doggi

Reading (Receptive Skills)
B2 level


In this lesson, SS will learn how to describe responsibilities of a job as a communication coordinator for the Rainforest Protection Agency. SS will also look at a text based on the life of John Betterman, a communications coordinator for the Rainforest Pretection Agency and describes what he does in his job on an average day. Also SS will be given some vocabularies about Job responsibilities.


Abc Hand Out

Main Aims

  • To provide scan, detailed and inference reading practice using a text about Job description

Subsidiary Aims

  • To provide fluency speaking practice in a Responsibilities in the context of Job


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

T engages SS in a quick conversation of Job advertisements and ask what they generally think of such ads, do they give clear and honest information? what tempts you to apply (maybe about the location, pay, the people you'll work with, passion and so forth). Imagine that you see a job in the paper, both of which you stand a chance of getting, One is for a very high paying job (but boring) that involves selling environmentally polluting machinery and the other is for a low-paying (but satisfying) job that would benefit the environment. WHICH ONE WILL YOU GO FOR? WHY? T presents SS with a picture from the course book (Straightforward Upper Intermediate Students book). The picture is about an advertisement from the Rain forest protection agency in Central America.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

T instructs SS to work in pairs and answer some quick questions about the picture. Such questions are; 1. what job is being advertised? 2. what do you think the job might involve? T instructs SS to share answers with their partners. T presents the students with a new HO (appendix 2). This HO contains the answers to the second question which is; what do you think the job might involve? SS have one minute to compare their answers and share if the wish to.

Pre-Teach Vocabulary (3-5 minutes) • Get SS understand some vocabularies in the text

T goes through for vocabularies in the text to make sure SS are comfortable with all the words that might be challenging for SS are; liase, oversee, facilitate, seek out. T goes through the words and the pronunciation and the intonations to make SS understand and have a clear idea of the meaning. T instructs SS to work in pairs again and tells them to look at the responsibilities of the job and describe which is the most; a. The most interesting b. time consuming c. the hardest work. SS must justify their answers.

While-Reading (2-7 minutes) • To provide students with less challenging specific information reading tasks

T presents the main text of the day. T intends to focus on learners scanning skills therefore, Clear instructions will be given first before the HO. (Read individually, afterwards share your answers/opinion with your partner and YOU HAVE ONE MINUTE) T presents the HO(appendix 3) which contains some about the day-to-day life of John Betterman. Such question are; 1. which of the tasks in the job description are mentioned in the article. 2. what other tasks are mentioned? T instructs SS to work individually and refer to Job responsibilities to answer the questions. SS are then instructed to share their answers with the group.

While-Reading (8-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T intends to give SS more challenging tasks for further test their inference skills. T presents SS with an HO (appendix 4). Clear instructs will be given as to read individually and correct the sentences. SS share their answers with their partners and SS will have to prove their answers referring to the main reading text.

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

T intends to give SS the opportunity to respond to the text by speaking and sharing thier ideas about John Betterman's job. T instructs SS to work in pairs and decide which aspect of John's Job would you find most interesting and Why? Opinions with be shared with the WC. Afterwards, SS will be divided into two groups, APPLES AND ORANGES: SS will all stand up and come in front of the class and we'll practice a game called Onion Activity. SS(Apples) will be in a circle facing outward and Oranges facing inwards. Instructions are to tell your partner about your job or the job of someone you know well. Explain what the job is and what the main responsibilities are.

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