Yasmine Moussa Yasmine Moussa

Where do you live/work ?
Beginner 1 level


In this lesson, students will learn and practise new vocabularies about the places they work and live in. They will listen to recordings about different places and job titles, talk about where they live and what are their jobs? and practise listening and speaking skills.Then, students will be introduced to the form of regular verb present tense and practise how to write a simple sentence.


Main Aims

  • To provide gist and specific information listening practice using courseook and different materials to learn about different types of jobs and places they live in.

Subsidiary Aims

  • To provide practice of simple sentences using the present simple tense .


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

-I will stick some photos on the WB for certain jobs : (Doctor -Teacher-Manager-Student-Waiter) Then, I will write the word ' Job/Work'. -In pairs, students will try to guess what's the job of each picture in 1 minute time. -Make sure that all students know the meaning of each vocabulary and can use it in a simple sentence like: -He is a teacher. -She is a student. -They are doctors. -He is a manager. -They are waiters.

Pre-Listening (3-5 minutes) • To prepare students for the text and make it accessible

-Refresh their memory on the difference between 'work for' and 'work in'. -Ask the student to add more details to three of the previous sentences and photos : So, I'm going to point to the pictures and ask where do they work ?, Examples: He is a manager.He works for a company.(or Facebook) They are waiters.They are working in a cafe. They are doctors. they work in a hospital. - Hand out the first exercise (1.a) and ask students in pairs to solve it in 2 minutes time. I will chest the exercises ask them to look to the box and try to complete the sentences beneath it. after then to check it in pairs and make sure they have the same information. After they finish, I'll be writing down the correct answers on the table.

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

On the WB , I will draw two boxes. I'll write ' work in a hospital ' and 'I work for IKEA'. In the second box, I'll write 'She works in a hospital','He works in IKEA'. Then in pairs, I will ask students to find the difference between the four sentences and guess where is it in the sentence in 1 minute. After then ,I'll try to elicit the difference between singular and plural subjects in the present simple tense. Then, demonstrates the form of the present simple tense on the WB. using the photos, students will practise writing in the correct form of the tense in pairs for 2 minutes.I'll ask them to look at the doctors' and student photos and try to write down two sentences. Ans: They are doctors .they work in a hospital ./ He is a writer. He works in a cafe. Then, I will give them the handout exercise 1c, then I will chest the exercise and point to the pictures and ask the students to use the words in the box and write down six different sentences in pairs. Then pairs to exchange their answers for checks and make sure it's correct and after that to read it to the whole class a sentence for each pair.(unit 2.2 p.17 exercise 1c)

While-Reading/Listening #2 (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I'll ask the student to listen carefully to the recording in unit 2.2 page 16 no.(1.35) and try to find what kind of questions there are. In the recording, they will listen to two people having a conversation and asking 'What's your job? , What do you do '. I'll write the two sentences that way (what's your job ?= what do you do? ). - Get two students on board and stick pictures to their t-shirts and ask them to ask the two questions according to the pictures they have on . Ecam: What's your job? Ahmet: I'm am a doctor. Ecam what do you do? Ahmet: I'm a doctor. Ahmet: what's your job? Ecam: I'm a waiter. Ahmet : what do you do? Ecam: I'm a writer. then ask the rest of the student to write about two people they know and then tell each other in pairs about them in 2 minutes .(unit 2.2 p. 17 exercise no 2a,2b)

While-Reading/Listening #3 (2-5 minutes) • To practice the sound of /θ/ and /ð/.

Draw a tree and number three on the board and show the difference of articulating them.we put our tongue in the middle between our teeth to pronounce the /th/ sound. .Then show the difference between 'three' and 'with '. we have to stick the tip of the tongue to the upper teeth and blow the air out to pronounce the /th/ sound. Write down those words on the WB : father,three, birthday, with , thanks . Let the whole class practice together and read the words on the WB correctly. look ; unit 2.2 p 17 excercise 1 & 3.

Detailed listening (3-8 minutes) • To provide students with more challenging detailed listening

On the WB , I will write 'Donna's family' and stick three different photos on the board as well (photos A-C). then ask students to have a look at the pictures for a minute and try to link between them and the recording speech. Then I will play the recording two times then ask students to collect information as much as they can. In pairs, they will try to match the 4 quotes with the 4 picture in 2 minutes. I'll write down the answer on the board and check who got it right.

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I'll give a hand out with exercise number 2.3.3 and ask the students to choose the correct verb in pairs. Then we will correct it and write them down on the board. -I have ... -My sister lives ... -My friend ..has... -Her parent ....has.... -We ..have..... -She ...works... Also, will show them the difference between the sound of /s/ in words and the sound of /z/ in lives. Ex: /wurks/ and /haz/. -After that, I will hand out the 2.3.4 exercises and I will hide the quotes and keep the pictures on the WB and ask them to use the words they have to create sentences in pairs. Then We will show the sentences and compare with each pair what they have done.

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