mahmoudezzat mahmoudezzat

Hard work - Jobs interview
Pre-Intermediate level

Description

In this lesson, students will learn and practice some vocabulary in the context of different jobs. They will also about getting and losing a job, being unemployed and salaries. They will speak about experience of work and describe daily life of being unemployed.

Materials

Abc Ho 2
Abc activity 5
Abc activity 4
Abc HO 1
Abc activity 3
Abc activity 2
Abc Activity 1
Abc A video about job interviews

Main Aims

  • To provide gist and specific information reading practice using a text about life on the other side in a magazine article

Subsidiary Aims

  • To provide a variety of vocabulary used to talk about getting and losing jobs, being unemployed and salaries

Procedure

Lead-In (6-9 minutes) • To generate interest in the theme of the lesson. - To introduce some key vocabulary about the topic.

- Ss will watch a video about job interviews. - Using PowerPoint, T presents a group of questions for discussion. - T asks Ss to work in pairs to discuss the following questions and take notes. ICQs: 1. Will you talk in groups? no with a partner 2. Will you listen? no talk and discuss 3. How much time? 3 minutes The questions: 1. Is easy to get a job nowadays? 2. What is the most important thing for you in a job? (salary-location-experience...) 3. Is it okay to be without a job? - T monitor to find out any mistakes. - T gives feedback with some Ss about their opinions. - T divides the class into two groups. - T gives each group a group of cards to rearrange events in people's working life. ICQs: 1. Will you work alone? No, in groups 2. Will you write? No, rearrange - Each group checks answers. - T gives feedback.

Pre- teaching vocabulary (4-6 minutes) • - To unlock key lexis needed to help Ss understand the text. - To highlight important collocation of key lexis

- T chests the next activity to fill in gaps and asks Ss to complete the text in 4 minutes - T asks Ss to complete the text about Pat side's experience of work with verbs in the box. ICQs: 1. How many gaps? 11 2. How many verbs? 11 3. How much time? 4 minutes - Ss check answers in PW - T plays the recording to give feedback.

Reading for gist (2-4 minutes) • To encourage Ss to read for gist understanding

- T chests the next activity about magazine article - T asks Ss to read the magazine article on p.69 to find out what the two women have in common. ICQs: 1. What will you find out? The same things between the two women. 2. How much time? one minute - Ss check the answers in PW - T gives feedback

Reading for specific information (3-5 minutes) • To practice reading for gist and specific information.

- T chests the next activity for true or false - T asks Ss to read the text again to put true or false. ICQs: 1. Will you match? No, read and put T or F 2. Will you work with your partner? No, alone 3. How much time? 3 minutes. - Ss check answers in PW - T gives feedback.

Reading for detail (3-5 minutes) • To practice reading for detailed comprehension

- T chests the HO to find the meaning in the text. - T asks Ss to read quickly to find the meaning. ICQs: 1. Will you read and answer questions? No, find the meaning. 2. Will you work in groups? No, alone. 3. How many meanings? six. 4. How much time? 3 minutes. - Ss check answers in PW. - T gives feedback

Reading for detail 2 (4-6 minutes) • To practice reading for detailed comprehension

- T chests the next activity 5 to put the events in the gaps. - T asks Ss to put the events in activity 3 into the gaps. ICQs: 1. How many gaps? four 2. How many events? four 3. How much time? 4 minutes - Ss check the answers in PW - T gives feedback.

Post-Reading tasks (8-10 minutes) • To develop oral or written fluency on the topic

- T chests the Ho and asks Ss to walk around to find someone who... ICQs: 1. Will you listen and write? No, ask or talk and write 2. How many questions for each student? One 3. Will you write his/her name? Yes - T gives feedback.

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