michael michael

Got things to do
Intermediate level


In this lesson, students will read a text from a website and listen to people talking about finding help for small jobs. First, they will learn the lexis and discuss the chores they need to do. After that, they will read the text from the website and interview two classmates about being organized. Following this task, they will discuss what kind of help they need. After that, the students will listen to three people talking about the help they would like followed by a gap fill exercise.


Abc Vocabulary
Abc Reading handout
Abc Pictures
Abc Page 5
Abc Photo Handout

Main Aims

  • To provide gist and specific information listening practice using a text about finding an assistant and completing a gap fill exercise about specific language.
  • To provide gist and scan reading practice using a text about finding help and finding vocabulary in the context of website.

Subsidiary Aims

  • To provide review of collocations for chores.


Lead-in (3-5 minutes) • To generate interest in the subject and activate schemata.

T tells a brief story emphasizing how busy he/she is, the things, he/she had to do over the weekend and the things he/she has to do this week and month. T asks students what he/she had to do and needs to do and writes them on the board. Sts work in pairs to make their own to-do lists of things they need to do this week or month. After a brief demonstration by T, Sts pair up with different Sts and ask if they like or dislike these chores.

Pre-reading (8-10 minutes) • To teach new vocabulary words for the lesson

One by one teacher highlights the following chores he/she wrote on the board during the lead, complete tax forms, submit expenses, car insurance, and gas bill. T checks the word tax and elicits the different types of taxes in Turkey and when they are paid. The first three are done this way and on the last T shows a bill asking Sts if this is a gas bill? In this gas, it's actually my water bill. T hands out to-do list and asks students to do decide which jobs they are happy to do and which they want someone else to do.

Reading (4-5 minutes) • To read a website excerpt for gist.

T writes question two gist questions on the board. 'What is the name of the website?' 'Would you use their services? Why? Why not? Sts read and work in pairs to discuss the questions.

Reading (3-4 minutes) • To find the words which match the definitions.

Before reading T will write ___________ = not important on the board and elicit possible answers. If the phrase from the text isn't mention T will as Sts to find it in the text. Sts will work in pairs to find and match the words and definitions. Sts check with another pair to ensure answers are accurate.

Language Anaylsis (2-3 minutes) • To activate Sts grammar knowledge.

T ask students to look at paragraphs 1 to 3 and decide if each paragraph is written in past, present, future, or mixed. Sts worked together and decide. Repair to check their answers. T checks with class and asks for proof of each answer.

Speaking-Optional (7-8 minutes) • To personalize and share information

T divides students into groups of three giving each person a card. St interviews his or her partners to find out about their free time. Wrap up teacher poses the question how can you have more free time?

Pre-listening (3-4 minutes) • To activate schemata

T says 'I'm very lucky because I have a secretary at work and she helps me a lot.' Sts make a list of the different kinds of assistants. 'Who helps you plan and make arrangements?' Who chooses your clothes for you.?' 'Who helps you get fit?' T puts students in pairs and passes out the photos. What is happening in the pictures? What is the person thinking? What kind of assistant does he or she need?

Listening for gist (3-4 minutes) • To check their answers

Students listen to the three speakers to see if there answers for the photos are correct.

Listening for specific information. (5-6 minutes) • To listen to recording and complete a gap fill exercise.

Sts listen to the recording again and fill in the blanks. The exercise will set up the next teacher so it needs to be complete. We will probably need to do it twice. Sts check in small groups.

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