Veronika Veronika

Veronika Oztortop- 2/6/2017, TP 2a
Pre - Int level


In this lesson, students will discuss their opinions about what makes a job interesting. They will practice their receptive skills reading a text about workplaces and answering questions to it. Moreover, they will work in groups and pairs to check their answers.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about workplace

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of jobs


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

As learners come in, encourage them to walk around and look at the images (Resource A) and think what jobs they represent. Collect in the flashcards, divide the class into 3 groups to brainstorm jobs. Ss take turns writing a job title on the board. One group with most in 2 minutes wins.

Pre-Reading/Listening (9-11 minutes) • To prepare students for the text and make it accessible

T elicits the term self-employed, setting up the context. Ss try to guess what is T's job ( she has a job, but no boss; she earns money but no schedule; can work at home). T highlights good responses during monitoring. Ss do exercise 1a p. 20 in pairs, interviewing a partner. T asks Ss about their partner's answers. T checks Ss understand key vocabulary for reading (words: department, management, benefit). T uses visuals to elicit department and management. To elicit ''benefit'' T asks questions: What is important in your job? Salary? A nice atmosphere? Extras? What can we get extra in your job? Health insuarance? A car to use? A telephone? Lunch payment? What do we call these extras?

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Before reading T asks Ss to order readings in terms who likes his job the most to the least. Ss read the text and check with a partner the answers. Ss do ex. 3 p. 21 and check the answers in pairs. After T elicits where Ss saw answers in the text, asking to prove it with the text.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T groups Ss. T asks to make full sentences as per text. T hands out a set of flash cards for a ''matching'' task in a paper cup ( from ex.5 p. 21) T displays the answers on board.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T writes questions on the board: What's important in your job? Salary? A nice atmosphere? Benefits? Place the Ss in groups of 3-4. Ss work in groups to ''ask and answer'' the questions. Make sure everyone is participating. T monitors and collects some errors for post-feedback. T gives post-feedback.

If-time activity: (3-5 minutes) • To practise the vocabulary and sentences from the lesson when giving clues

Play 'Back to the board'. A student sits at the front of the classroom facing the rest of the class, with their back to the whiteboard. T writes a job title (from the lesson) on the whiteboard and the rest of the class call out clues to help the learner at the front guess what is written on the board. T encourages the class to practise the vocabulary and sentences from the lesson when giving clues.

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