Dilara Dinç Dilara Dinç

Are you qualified
Intermediate level

Description

In this lesson SS will use fuction to clarifying their opinions. They will focus on vocabulary interm of meaning and stress. They will do a modelling through listening and discuss the topic. SS will do a role play interviewing each other and discussing which candidate should be hired.

Materials

Abc Visuals
Abc Audio
Abc Worksheet

Main Aims

  • To provide practice functions used in speaking in the context of qualifications.
  • To provide clarification of the given vocabulary in the context of "Qualification".

Subsidiary Aims

  • To provide fluency bt discussing the topic in the context of qualifications
  • To provide accuracy by doing a role play in the context od qualifications.

Procedure

Lead in (8-10 minutes) • To set the context of the lesson and rise an interest on the theme.

T starts with a story about the context. Explaning the context by using visuals students interest rises. Imagine you are the manager of a small company and you are interviewing someone for a job as a researcher. He says he has a degree but you know this person from your school and you know he leftschool, by the way he doesnt recognize you. But with the answers he gives you think he is qualified. He can do the job. In pairs please discuss if he should hire him or not. Does he have a degree(diploma)? Does the interviewer know the candidate?

Vocabulary Review (6-8 minutes) • To prepare students for speaking

T gives students 2 min to read the text on page.86. In pairs they discuss the answer to the question; What did Steve and Eichel do? T and SS have a task feedback. In pairs SS write as many jobs as they can.(Teacher help when needed) T elicits the jobs and write them on the board. T and SS have a task feedback.

Vocabulary Review 2 (5-8 minutes) • To prepare students for speaking

T writes the words in bold page.86 exercise 2A on the board. Asks students to discuss in pairs. T elicits answers. T and SS have a task feedback. If needed a short pronunciation activity. T asks which words meaning is shown in the picture on page 86 87. CCQS for the word qualified: Does he have a diploma? (Yes) Did he pass a course? Yes Does he have good skills? Yes CCQs for apprenticeship Is he training for the job? Yes Is he preparing for the job? Yes Does he have a degree? No Cline for the word PhD and Masters: I will use a cline to clarify the meaning. __________________________________________________________________ Bachelor Master Degree PhD

Speaking for Fluency (5-6 minutes) • To prepare students for the listening exercises.

T asks the question: Do you think people with a lot of qualufications are usually intelligent? SS discuss this in pairs. T and SS have task feedback.

Listen for gist (8-10 minutes) • For students to identify the answer in exercise 3B

T selects a student to read the answers. T tells SS to listen to two people discussing intelligence. What are they talking about? It's okay to not understand all of the listening. CCQ: Are you going to listen in detail? Pair check. Whole class check.

Language Focus (5-6 minutes) • For students to review the functions

SS fill in the blanks on page.86 exercise 4A alone. Then SS will check in pairs. Whole Class check. T goes over meaning, pronunciation by eliciting on the board.

Controlled practise (5 minutes) • to get student to fill in the blanks using functions.

T tells students to look at page.87 5th exercise Please fill in the blanks with the correct word form the box alone. Check with your pair. Task feedback, discussion

Pre-Speaking (3-5 minutes) • To prepare students for speaking

T gives 2 min for students to read the job advertisement. T asks what is the qualifications? Elicits answes from students.

Speaking for accuracy (8-10 minutes) • To get students to use the function language

According to the number of students T hand out the roles to students. Some will be candidates, others will be managers. The managers will try to decide who they should hire by using the fuctions they have seen during the lesson. Group discussion. Whole class discussion. Task feedback

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