Sandra Pineda Sandra Pineda

Pre-intermediate level


In this lesson, students practice fluent speaking in the context of choosing a job.


Main Aims

  • To provide fluency speaking practice in comparing ideas in the context of choosing the right job.

Subsidiary Aims

  • To provide specific information listening practice using a text about interests in the context of choosing the right job.


Warmer/Lead-in (3-3 minutes) • To set lesson context and engage students

Web quest. Instruct students to find a list of jobs online and find the meaning of a couple that they don't know already - and keep the list handy (2 min). Ask two students for one item that they did not know (1 min).

Exposure (8-8 minutes) • To provide context preparation through listening.

Set scenario: "imagine these are your international friends and they want to hear your opinion about choosing the right job". Instruct students to listen to their friends talking about themselves, and to take notes about their interests using only the first column of the table on the student slides. (1 min) Play the recording. Then play again providing a full script, remind them to take notes about their friends' interests. (2 x 2 = 4 min). Instruct students to think and write 2 possible jobs for each person and give reasons to support their choices. (3 min)

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

Prevent students they are going to talk with a partner about their choices and that they may use the suggested language for this task. 1)Elicit phrases to express your opinion: I think, in my opinion. Write an example: I think Morgan should become a nurse because... The word 'should' is used to express a suggestion or advice. Elicit reason. 2)The phrase 'Morgan will be a good nurse' expresses a prediction about the future and we support it by saying the reason, for example, because she wants to help people. 3)Which of these phrases expresses a suggestion? Should be/study. Which of these phrases expresses a prediction? Will be. Copy completed slide to StudentSlides.

Productive Task(s) (20-20 minutes) • To provide an opportunity to practice the target language.

Use the table and the useful language to talk with a partner about choosing a job for your friends (6 min). Change partners and repeat (6 min). Delete first slide from StudentJobs. Change partners and repeat (6 min). An alternative to this last step is to ask them to talk about an alternative job for themselves (depending on how they manage the first two speaking steps).

Feedback and Error Correction (6-6 minutes) • To provide feedback on students' production and use of language

Group sharing. Feedback on content: ask students what they talked about. Feedback on language: on the last slide write phrases that need correction and elicit this from students. Include one remarkable example of good use of the language.

Web site designed by: Nikue