To provide gist and specific information listening practice using a text about unusual jobs in the context of jobs
To provide fluency speaking practice in a conversation in the context of unusual jobs
Procedure (45-55 minutes)
T: "Hello everybody. How are you? Yesterday we talked about some jobs. Remember? Today we will go on with jobs but a bit more differently. Firstly, could you please think of 3 jobs you'd like to do and 3 jobs you'd hate to do?" Students think of jobs. T: "Now, in groups, let's compare your jobs. Are there any jobs that you'd all like to do?" Students compare and then teacher gets their jobs from some students.
T: "You talked about jobs that you'd like to. But all these jobs are normal jobs. This time, we will look at some strange, different jobs. I'll give you a worksheet. There is a short paragraph about a woman and her strange job. Read the text and match the bold words with their explanations below. When you finish, compare your matching" Students read and compare. Teacher gets their answers and ask some personalising questions about some words in the exercise. These questions are "Do you like houses with a lot of furniture or less furniture?", Have you ever eaten a fortune cookie?","Can you dive?, Are you a good diver?" .
T:"So we read about a strange job in the worksheet. Let's learn more. We will listen to a writer. This writer has a book about unusual jobs. Listen and put the 3 pictures in your book in the order he talks about them." For instruction check, the teacher asks "Are we going to answer any question?, Are we going to listen to understand everything?" Students listen and teacher asks if they need to listen again. If they need, the teacher plays the audio again, if they do not need, the teacher gets the order.
"Now, we will listen again but before that let's look at the sentences in exercise 2b. Read the sentences please and try to understand them." Students read the sentences. T:"We will listen again and try to decide if these sentences true or false but please try to correct the false ones. You don't have to understand every detail. Just focus on true-false sentences" For instruction check, the teacher asks "Are we going to do T/F exercise?" "What are we going to do with the false sentences?" "Do we have to understand every detail?" Students listen and teacher asks if they need to listen again. They will most probably need to listen again, so the teacher plays the audio again. Listening finishes. T:"Let's compare your answers with your friends" Students compare and then the teacher gets the answers. The teacher notes down the incorrect questions and play those parts again to make students correct their mistakes.
T: "Let's look at the listening in terms of pronunciation. I will give you the script of the listening and listen to the first part again. Please listen to the parts with this sign (linking sign under sounds) carefully. Think what happens in these parts. What does this sign mean?" For concept checking, the teacher asks " What are we doing?, Are we reading?, Are we trying to understand something?, What should we pay attention to?" Students listen and the teacher gets their ideas to elicit when linking occurs. She writes two words and shows that one finishes with consonant soun and the other begins with a vowel sound. T:" Now, we will listen to the text again and pay attention to the parts you see the sign because later you will practice saying these parts." Students listen. The teacher makes them say some of the linked parts.
T: "Are you ready to learn more unusual and funny jobs? Look at your worksheets again. There are some jobs above and some infomation about them below. First match these interesting jobs with the related information" Students match and the teacher gets the answers. T:" Now, you will choose jobs that you would like to do and jobs that you would hate to do and tell your partners which job you choose and why you would like/hate to do." Teacher models the activity. T:"For example, I'd like to be a bed warmer because I like lying on bed all the day but I would hate to be a dog walker because I can't care for lots of dogs at the same time." Students do the activity and the teacher monitors. She takes some answers from some students and then gives feedback on any mistakes they have done.