nada mouneer nada mouneer

text-based presentation for functional language (giving reasons and results)
intermediate level


In this lesson, Ss will learn about how to give reasons and results in the context of jobs they like/hate. T will provide a listening task at the beginning as an exposure, then an activity to highlight the language then moves to the clarification stage and ends the class with controlled practice and a free practice.


Abc colorful markers

Main Aims

  • To provide clarification and practice of language used for giving reasons and results in the context of jobs you hate/like

Subsidiary Aims

  • To provide speaking activity in the same context.


Lead-in (5 minutes) • to generate students' interest in the topic of the lesson.

-T greets Ss and asks how they are doing. -T asks Ss if everyone has hobbies and if hobbies can become jobs. -T listens to their answers and thanks them for their ideas.

Exposure (7 minutes) • To ensure learners are comfortable with the text before exploiting it for language.

-T shows a video of two friends talking about their jobs. -T asks Ss the following questions: 1-do you think Rachel likes her job? and why? 2-does Becky know what is the job she wants to have? -T thanks Ss for their answers.

Highlight language (5 minutes) • To highlight the target language in context.

-T sets a "fill in the gaps" task to highlight the target language.1 min -do the task 2mins. -pair check. 1 min -Ss listen to a record to check their answers. 35 seconds. -feedback .25 seconds

Clarify language (meaning) (5 minutes) • to provide clarification of the meaning of TL

-T makes Ss into one group (half circle). -T use flash cards that include the target language. -T asks Ss to match each card with the right list on the board (giving reasons/giving results). -After Ss finish the task, T praises their good work and if not, T asks them to think again about the wrong ones and gives examples so they can guess the meaning.

Clarify language (form) (5-7 minutes) • to provide clarification of the form of TL

-T starts to clarify the form of each piece of the target language on the board with the help of Ss. -T focuses on the tricky points like the form of (due to/ because of/since) as their forms might differ.

Clarify language (phonology) (5 minutes) • to provide clarification of the pronunciation of TL.

-T drills the pronunciation of each piece of the target language in sentences. -T introduces the phonological transcription of the target language.

Practice (5 minutes) • To provide students with practice of the task language

*controlled practice: -T provides Ss with an activity (activity D) -choose the right answer. set the task. 1 min do the task. 2 mins. pair check.1 min. feedback. 1 min.

practice (10 minutes) • to produce the target language

*freer practice -T makes Ss into pairs. -T sets the task of a role-play. -Ss should discuss the reasons each one of them hates/likes a job.

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