Alireza Yazdian Alireza Yazdian

Job responsibilities
Upper-intermediate level


In this lesson the ss learn the vocabulary related to job responsibilities based on a job vacancy announcement. The lesson starts with a discussion about this job vacancy. Subsequently, ss learn the new vocabulary needed to continue the lesson. This is followed by some pair work, through which ss practice using the vocabulary they have learned. The lesson will end with an activity that helps ss improve their oral fluency.


Abc Handouts
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Abc PC
Abc WB and markers

Main Aims

  • To provide clarification and practice of vocabulry related to job responsibilities in the context of aid workers

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of job vacancy


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

I start the lesson by telling ss about my younger brother who is out of work now, trying to elicit the phrase “job advertisements”. Ss then answer some questions about the same topic. “I have a brother who’s 2 years younger than me and he’s out of work now. I mean he doesn’t have a job. Every day he buys a newspaper and goes through the……” “Now, I’m going to give you some questions about job advertisements, read them and write a short answer for each one. You have 3 minutes” Next, I put ss into groups of three (or four according to the number of ss), asking them to compare and discuss their answers. “Now, put your pens down. In your groups, compare your answers. Are you going to write anything? (No)” Finally, to get the FB, I ask some ss randomly to tell me what they talked about in their groups.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading

I give out HO (a job advertisement). Ss look at it answer the two questions written on it in pairs. I get ss to write 3 job responsibilities they think the job involves. For the FB, I ask one of the ss to give me the answer for question 1. I do not check the answers for question 2 at this stage. “Write 3 short sentences for the second question.” I distribute another HO containing the job description. Ss read it and check their answers to the second question.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

I pair up ss again and give each pair a HO containing the new vocabulary which has appeared in the job advert. I have ss match the new words with their definitions. “These are the words in bold in the job description. In pairs match them with their definitions. So what are you going to do?” For the FB, I put the answers on the wall in two different parts of the classroom for ss to check.

Productive Task 1 (10-12 minutes) • To provide an opportunity to practice target productive skills

I have ss work in groups of three to answer the three questions on the board. We will then have a short whole class discussion. “Look at the main responsibilities again. In your groups, answer these three questions: 1. Which responsibility would be the most interesting? 2. … the most time-consuming… 3. … the hardest work… Ss should justify their answers.

Productive Task 2 (5-7 minutes) • To provide ss a freer speaking practice

I pair up ss. They tell their partners about their job or the job of someone that they know well. They say what the job is and describe what the responsibilities are. (Optional) If time allows, ss mingle and talk about their job to as many ss as they can.

OPTIONAL #2 (4-5 minutes) • To correct some of the ss' mistakes

While ss are working in pairs or groups I try to make a list of their mistakes, and if time allows I will put them on the board and elicit the correct answers.

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