Basra Basra

Receptive Skills Lesson
Pre-intermediate level


This is a lesson based on receptive skills work about their personal experiences and their work. The lesson will begin with a speaking activity based on ideal jobs. This is followed by reading of web postings; whereas questions are asked about it. Moreover, a vocabulary exercise is introduced for the students to understand them clearly. Finally, there is a speaking activity about describing their jobs by using the expressions that were given in the previous exercise.


Abc Hand out 1
Abc Hand out 2
Abc Pictures of jobs and work places

Main Aims

  • To provide Ss with practice in reading for gist, specific information and detail in the context of lifelong learning.

Subsidiary Aims

  • Speaking (& Vocabulary)


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

Prediction technique will be done; pictures of jobs, working conditions and vocabularies (full-time job, part-time job, and self-employed) will be printed out and I will ask them to predict what the pictures present in pairs. Furthermore, I will introduce the speaking activity and tell them to speak in groups about their ideal jobs and put a tick at each part.

Reading (10-12 minutes) • Pre-teach vocabulary, students read the text and answer questions

Pre-teaching vocabulary: 1. Flexible working hours 2. couple 3. either 4. often 5. benefits Exercise 2 on page 20 is about the working conditions in a workplace chat followed by exercise 3 and 4 questions are based on them. Exercise 4 discussion will be done as a group work. Exercise 3 answers will be written on board after giving 4 minutes to students to do the answers individually later on I will ask them to check with pairs and write answers on board.

Post-Reading (10-12 minutes) • Checking vocabulary and checking Ss understanding MFP

MFP on several major expressions will be done: 1- flexible working hours 2- place to work 3- free health care 4- easy to work with Ss will match the sentences and peer-check their answers. I will write the answers on board.

Speaking (14-16 minutes) • To provide students with a more interactive way to use the expressions from the previouse exercise.

In exercise 6, students will be using the working conditions vocabulary. Since I'm using the projector to show the paper on board, I will circle the words that they should use while speaking to give clear instructions. Including I will give an example: Q. What is your job like? A. It's great, because we have flexible working hours. They will have 2 minutes individually to think about their own jobs, and can make some brief notes. Furthermore they will personalize and discuss it in groups. I will be monitoring them, and guide them in case if a group didn't understand the instructions.

Post-Task feedback • To provide feedback on students' production and use

To do some feedback on the content.

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