sarah sarah

an artist and a musician
A1/2 level


Abc New English file SB p.20

Main Aims

  • To provide fluency speaking practice in a conversation in the context of 'Do you like your job?'

Subsidiary Aims

  • To provide reading practice for specific information using a text about how people find their jobs in the context of double life


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

1- I will display two pictures for two different people in their workplaces, posing some questions to the Ss to help them elicit how do the people in the picture feel about their jobs. Qs: Where are they? How do they feel? Do you think they love their jobs? 2- I will send the Ss to breakout rooms and ask them to discuss the answers of the questions in pairs. 3- I will be monitoring them and offer help when needed. 4- I will send everyone back to the main session and elicit the Ss' answers.

Exposure (Reading for specific information) (10-12 minutes) • To provide a model of production expected in coming tasks through reading

1- I will set the context by showing them the picture displayed with the reading text and ask them " what does she do? is she happy about her job?" 2- Then I will ask them to read the text and match the sentences with the suitable questions? 3- Demo the task with the Ss to make sure they know what exactly to do. 4- I will ask a couple of CCQs: Are you reading slowly or quickly? will you be only reading? 5- I will give them four minutes to read the text individually and fulfil the task. 6- After they finish I will send them to breakout rooms to check their answers in groups, 7- I will monitor unobtrusively and offer help when needed and I will take notes on the Ss performance and use of language. 8- In the main session, I will check the answers and display the AK for Ss to check their answers.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

1- I will set the task by giving instructions' " Match the sentences with the picture. you have 2 minutes. Work individually." 2- Demo the task with the Ss and ask ICQs: Are you working individually? how will you answer this? 3- After 2 minutes, I will send the Ss to breakout rooms to check their answers. 4- I will monitor and offer help when needed. 5- I will send them to the main session and check their answer in OC feedback. 6- Eventually, I will display the AK.

Productive Task (SPEAKING) (12-15 minutes) • To provide an opportunity to practice target productive skills

1- I set the context, " Now ask your partner about his/her job? use these questions. Then change turns. You have ten minutes. Work in pairs." 2- Demo the task with one of the Ss and ask ICQs: Are you working individually? What will you be asking questions only? 3- I will send the Ss to breakout rooms. 4- I will be monitoring, taking notes and offering help when needed. 5- when they finish, I will check their answers in OC feedback.

Feedback and Error Correction (2-4 minutes) • To provide feedback on students' production and use of language

1- T. shows Ss some of their mistakes and contrasts it with good models of language and elicits from the Ss which is the correct forms. 2- T. gives feedback and elicits correction from Ss.

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