Reyhan Torlak Reyhan Torlak

Reyhan Torlak, 01/04/14 Dream Jobs
Intermediate level


In this lesson, students listen a recording based on the dream jobs to develop some of their listening skills(for general understanding, for information, to interpret and infer meaning from context). The lesson starts with a lead-in in which the teacher talks about her dream job to get students' interest and then wants them to do the same with their partners. This is followed by pre-teaching vocabulary to reduce barriers to understanding the recording. At the end of the lesson, productive skill (speaking) will be practiced.


Abc the whiteboard
Abc Speakout Intermediate Students' Book
Abc Pictures of different jobs
Abc Picture for vocabulary
Abc Speakout Intermediate Students' Book Active Tech DVD

Main Aims

  • to develop learners' listening skills through guided activities

Subsidiary Aims

  • to teach some vocabulary to make the understanding easier


Stage 1 (Lead-in) (4-5 minutes) • to generate interest and introduce the context for the listening

-talk about your dream job to get students' attention -let them work in pairs and talk about their dream jobs -monitor them while they are on task -to get a feedback, ask students to talk about their partners' dream jobs and share what they have just learned.

Stage 2 (pre-teach vocabulary) (10-13 minutes) • to pre-teach and elicit some concepts or unguessable words in task given to reduce barriers to understanding.

-pre-teach vocabulary -remember ECDW for each word -try to elicit the words by using different techniques(asking synonyms, using scenarios, showing pictures) -ask some CCQs to make sure that students understand the meanings of the words. -drill the words to give them correct pronunciation -write the words on the board to let them see correct spelling, stress of the words and their parts of speech. CCQs : Give up: 1) can people give up smoking? 2) can people give up their jobs? 3)can people give up alcohol? Furious: 1) If I say I am very furious, is it negative or positive?(connotation) 2)when do you get furious? Put on: 1)do girls like putting on weight? 2)do girls eat less not to put on weight? 3)do you do something not to put on weight? Passion: 1) Is love a passion? 2)do you have any passion? Exhausted: 1) when do students get exhausted? 2)what do you do when you get exhausted? Vineyard: 1)In Turkey, where can we see vineyard? 2)do you or your relatives have vineyard? Ruin: 1)If I say, You will ruin flowers when you touch them. Does it have positive or negative meaning? 2)can rain ruin the grapes in vineyard? 3)can having too much sun ruin your skin?

Stage 3 (listening for gist) (5 minutes) • to provide listening for gist and get them familiar with the listening context

-before giving them hand-out, take one and try to explain what they are supposed to do by showing and giving clear instructions -ask some ICQs 1) How many speaker do we have? 2)are we going to match the speakers to the photos? -give them HO -ask them the names of the speakers to get them familiar with the photos -let them listen once and try to complete the task -when they are done, tell them check in pairs -give whole class feedback and try to keep it short -write the answers on the board for the following activity

Stage 4 (prediction) (3-4 minutes) • to help and encourage learners to predict the content of the listening extract

-tell students to discuss the question in 2b with their partners(what problem does each speaker talk about?) -ask ICQs -regroup the students to enable them to work with different students -give enough time to discuss -monitor the students while they are on task and take some notes -get open class feedback and ask about their prediction

Stage 5 (listening for details) (10-11 minutes) • to develop listening skills, to faciliate and manage listening development

-give enough time to students to read the questions in 2c -give clear instructions for the activity -ask ICQ 1)are we going to write a full name or just the first letter? -do the first as an example to help them get the idea of the activity -get them listen the rest of the recording and try to focus on the task -let them check in pairs -monitor to understand whether it is necessary to listen again or not -ıf it is necessary, get them listen again -give feedback

Stage 6 (post-listening) (9-10 minutes) • to give students a chance to practice productive skill (speaking) through writing -to monitor the development of learners' comprehension and to provide feedback on difficulties

-divide the classroom into groups with 3 students -find the pictures of different jobs and give one to each group -tell them to talk about the positive and negatice sides of these jobs and take some notes -monitor and take notes -give delayed correction on the board by writing some wrong sentences and trying to elicit the correct ones -try to see what comprehensional problems they have rather focusing on their grammar mistakes

Stage 7 (4 minutes) • enable students to match the strong adjectives to the gradable adjectives

-tell students to work in pairs -give them audio script and give enough time to find the correct adjectives -show the answers on the board and tell them to check their answers

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