Veronika Oztortop- 2/6/2017, TP 2a
Pre - Int level
To provide gist and detailed reading practice using a text about workplace
To provide fluency and accuracy speaking practice in a conversation in the context of jobs
Procedure (45-57 minutes)
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.
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?
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.
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.
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.
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.