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Lexis - PPP
Elementary level


In this lesson, students learn about jobs through PP. The lesson starts with a picture and the topic of the lesson is tried to be elicited by the teacher. This is followed by the presentation in which there are 8 pictures and 8 written forms of them, and there are two controlled practices; one of them is matching and the other one is gap fill. Lastly, in freer practice students are asked to discuss about their/their parents' jobs. Also, there is an extra activity in case of left -extra-minutes.


Abc Lead-in Picture
Abc Presentation Slides
Abc Speaking Task Slide
Abc Gap-fill
Abc Lead-in Picture

Main Aims

  • To provide clarification and practice of lexis about jobs.

Subsidiary Aims

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


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

The lesson starts with a picture of "Steve Jobs". T asks; "Do you know this man?" "What is his surname?" SS are expected to look at the picture and answer. By doing so, the topic of the lesson is elicited through a picture and also students' attention is drawed with a strong beginnig. As soon as SS give the answer, T shows the slide in which the topic is given.

Presentation (15-16 minutes) • To clarify the meaning, form and pronunciation of the target language

Presentation stage include eight pictures and eight pronunciation. Firstly, T shows the picture and asks; "What is his/her job?" Whether the correct answer is given or not; T says and wants SS to repeat. T may choose one of the SS and wants the S to repeat individually, if it is needed. After that, T shows the written form of that particular job and wants SS to take note of it. Finally, some CCQ questions are asked to SS; For example, T: "Does an architect work in a hospital? (no) T: "Can an architect be a woman? (yes) (This question is going to be asked because of form changing of "waiter-waitress".) This procedure is going to be applied for the rest of the slides.

Controlled Practice (14-15 minutes) • To concept check and prepare students for more meaningful practice

There are going to be two controlled practices; first of them is matching the jobs with the definition. This activity is designed by T from an online source; LearningApps. T announces that SS will match the jobs with their meanings in breakout rooms with their friends for 5 mins. Also, T says that SS are able to check their answers when all is finished. T: "Are you going to work alone?" (no) T: "How many minutes have you got?" (5) Since SS can check their answers, no feedback is necessary here. In the second controlled practice, SS are expected to complete the given sentences with the suitable job. T will share the exercise with the SS in the chat box. T also announces that SS will work alone this time and check their answers together in breakout rooms. T: "Are you going to work alone?" (yes) T: "Are you going to check your answers together? (yes) Finally, T gives a whole-class feedback.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

In the freer practice, SS are asked to discuss their/their parents' job with their friends in breakout rooms. T: "Will you speak?" (yes) T: "Will you write something? (no) Lastly, T will provide feedback through echoing the SS with the correct version if there are SS who are not able to produce the language correctly.

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