Yamne Yamne

TP5 LP_ Yamne Baldenebro
Pre-intermediate level


In this lesson, students will practice and develop their speaking abilities in the context of comparing ideas, by looking at the profile of different people and deciding the best job for each.


Abc Listening

Main Aims

  • To provide fluency speaking practice in comparing ideas in the context of of choosing jobs

Subsidiary Aims

  • To provide specific information in the context of choosing jobs based on people's interests and abilities


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. T will show Ss some pictures about different jobs (Slides-1) 2. T will ask Ss how many of them they identify *T and Ss will name each job 3. T will ask Ss about choosing a job: *What do you think is important to consider when choosing a job? 4. T will show another slide with images of people talking/discussing/debating (Slides-2) *T asks Ss what do the images represent *T ask Ss what do they think they'll do on this lesson, or what the lesson will be about

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. T will introduce the listening activity: *T will show Ss the different people (Slides-3) * T will show Ss the chart (Slides-3) * T will explain the chart to Ss and how they will fill it in 2. Listening activity: *Ss will listen to four people talking about their interests *While they listen,they will fill in the table with their interests *T will ask if they need the audio to be played again * T will tell Ss that they can check the written information on slide 4 -if not- *T will give Ss 2 minutes to choose at least two jobs for each person and write those on the next column ICQs: *Are you working individually or in pairs? A: individual *Are you going to fill in both columns? A: No, just the first one/ interests one 3. Ss will discuss their answers in BOR (2 min) *T will ask Ss to share answers with classmates, but they WOULD NOT change anything from their chart ICQs: *Are you going to change the information of your chart? A: No 4. OCFB

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

1. T will show Ss different phrases to share and compare ideas: *I think that (name) will be a good/bad (job) because *In my opinion, (name) should become a (job) because... *... is very ... so, he/she will be a good... 2. MEANING T will ask Ss what do this sentences represent *T will elicit other way of saying them and asking Ss if they think they're ok: (I think that Morgan will be a good nurse because... --> I think that Morgan should be a nurse because. In my opinion Morgan should be a nurse because... ---> In my opinion, Morgan will be a good nurse because ... *T will make the negative form of the sentences: (I don't think that..., In my opinion.... should not) *Are they formal, informal or neutral? Would you use these expressions with everyone? 3. FORM T will elicit the form of the sentences *Which part of the sentence refers to the comparison? Which one represents the reason? *Which are the comparative expressions? (I think, In my opinion) *Which are the reasons sentences? (because, she likes) *T will ask Ss for the structure they see (noun, verbs, adjectives, tenses, etc) 4. PRONUNCIATION T will say some examples and Ss will need to identify the stressed words *T says the sentence/expressions, Ss repeat (drilling)

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

1. T will explain the next activity *Using their chart, Ss will come up with an idea of why they chose each job (e.g) I think that Morgan will be a perfect teacher since she likes people. *Ss will come up with their sentences in BOR (at least 2 sentences each) (6 min) 2. Ss do the activity, come back and change partners *Ss repeat the activity (6 min) 3. OCFB 4. T sets the same activity but on a different perspective (6 min) Ss will say at least 3 interests of each and their partners will come up with two job suggestions using comparing ideas (I think that you could be..., In my opinion you should...) 5. T monitors each activity

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

1. T shows Ss different sentences they said (both correct and incorrect) * T asks Ss if they think the sentence is correct, if not, what would they change 2. T asks for pronunciation of words, Ss speak, T elicits the correct form, Ss repeat (drilling)

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