Arrivals lesson, jobs vocab & be (he/she/it) grammar
To provide clarification and practice of Be(he,she,it) in the context of Arrivals
To provide clarification and practice of Jobs in the context of Arrivals
To provide detailed reading practice using a text about Welcome to Heathrow in the context of Arrivals
Procedure (47-67 minutes)
I will make a lead in discussion with the students about their dream job when they were young, I will tell them mine and I will listen to every student. This lead in activity will attract the students to the context of the lesson, then I will start my lesson.
I will ask the students about the jobs that they know and make them write it in their notebook then they would tell each other about what they wrote then tell me about it if they are correct I will write them on the board then I will teach them the vocab (the new jobs) I will show them a picture for every job then elicit the meaning from them then write the form of the word on the board then pronounce it with the students.
The first activity for the students, they will put every word in the right place with the right picture then compare their answers together then I will play an audio to check their answers then play It again to make the students notice where is the stress then listen for the last time and repeat.
2A :Students will read the conversation then I will ask them when we use ‘a’ and ‘an’ then I will tell them about it quickly then I will make them choose the right answer and I will make a feedback. B: i will demonstrate this activity with a strong student then I will devise students to A&B, student A say a job, student B put ‘a’ or ‘an’ and I will monitoring at that time. C: I will mime (demonstrate) a job and make them ask me questions to discover who I am. Then I will put them in pairs to do the same. At the end I will give them feedback correcting the mistakes of using ‘a’ or ‘an’ or pronunciation of jobs.
I will give the students an activity ( photo bank) in which students will match the jobs with the photos then in pairs complete the table. Then feedback.
I will start this activity by acting that I am a ‘tourist’ on a holiday, happy and taking photos. Then I will give the students a minute to look at the photos and decide who is the tourist. Feedback: which person most students choose? Then I will write who is the tourist on the board . Then I will make students read to find out the answer and complete the table, then feedback.
I will teach the students the grammar with examples and focus on meaning, form and pronunciation. Them make the activities and give them feedback. B: students will complete the table individually then check in pairs then give them feedback. C: I will tell students to write the numbers from 1 to 5 in their notebooks, then listen the audio and write the sentences as they hear it. Then compare them together, then I will give them feedback. I will play the audio again and make students listen and repeat. Language bank: an activity about grammar the students will do it individually then compare their answers then feedback.
5A: students do an activity, they will put (‘s) in nine places, I will show them an example first, they will do it in pairs then feedback. B: students will write the questions, and I will remind students to think about where to put (a,an,in, from, on, as well as and is ) C: students will match answers for previous questions. D: students will cover the answers, work in pairs, ask and answer questions. Speaking: I will devide students in pairs A and B I will show them how to do it then let them speak together.