Seda Seda

TP8- Speaking/ Vocabulary
Pre Intermediate level


In this lesson students will mainly talk about their work experience. The lesson will start with a quick warm up activity where they remember the professions. I will introduce some helpful lexis and get them to practice with their pairs. As the focus of lesson is on production, students will talk about the career of someone they know well with different students.


Abc Handout

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of work experience

Subsidiary Aims

  • To provide review and practice of work lexis in the context of work experience


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Sts see some photos of the teacher. They are from her workplace. T elicits some ideas about her job. ' Do you know where I work ? '( T gets some answers) T talks about her work experience and a typical work day by showing the photos and asking some questions. ' Are they young or adult learners? How old do you think they are? ' 'How long do you think I have been teaching English?' After sts talk about the teachers' job and learn her typical day, they are given an activity where they put the letters in an order to write professions. T instructs: ' Work in pairs. There are mixed letters. Not in an order. Put them in an order. Write the professions under the pictures.' T gives WCFB. Scrumbled jobs

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Sts read the short description of a job. They will see a model of upcoming production activity. Firstly, they work alone and then compare their answers with their pairs. T instucts: ' Work individually. Read the description of a job in activity 1. Guess what job it is.' ICQ: Will you read together? (No) ' T monitors them and after they read, T instructs again: ' Compare your ideas with your friends.' T gets some ideas and gives WCFB. T gives every student a different profession. Students are not allowed to look at each other's pictures. Sts write a short description of the given job. Their pairs try to find what the profession is. The other student will do the same. T instucts: ' I will give a picture to each of you. Do not show them to your friends. There is profession. Write a description about that job, but don't tell the job itself. Read your description to your pairs. They will find it. ' To check the instruction: 'Will you show the pictures to your friend? (no) Will you write what the profession is? (no) What can you write to describe it? ( working hours, workplace, wage, duties) T monitors while they are doing the activity. To give FB, T asks the professions they have found.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Sts will practice some words related to the topic 'work'. They will compare their answers with their pairs after both activity. T instructs: Work individually. Look at Vocabulary Activity 1. There are 4 sentences. Read them and choose the correct option. Sts compare their answers with their pairs before WCFB. Sts will be given an answer key to check their answers. Sts do the second vocabulary activity and see the useful language for the upcoming freer speaking activity. T instructs: Work individually and match the sentences with their other halves. Sts compare their answers with their friends. T gives answer key. T asks some CCQs T also shows some other useful vocabulary. (work in/ work for/ work with) As they are a weak class, it is better to show some phrases. (well paid job, summer job, temporary job, ... a long career, a brilliant career...)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Sts listen to a model talk before they talk about someone's work experience. T tells one of her friends' work experience and career. Sts work alone to answer the questions to be prepared for the activity. T gives time to let them prepare their answers. T tells them to use useful vocabulary in the previous activities. Sts are monitored while doing the activity. After answering the questions, T pairs them up and they share their descriptions to each other. T changes the pairs when they finish talking. If there is enough time, sts talk to at least 3 students.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T monitors sts when they are talking and takes notes on both good language and reformulations. T writes them on board and ask if they are correct or not. T makes them correct the mistakes. Compliments them for the good language.

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