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Elementary-A2 level


This is a receptive skills lesson (reading). The first activity aims to review some useful vocabulary and revise “can” for ability (they should be familiar with both). The main reading activities are through two texts – the first is a job advert and the second is a reference letter for someone who has applied for the job.


Main Aims

  • To give Ss practice in reading for gist, specific information and detail through the context of an advert and applicant reference for a job at an adventure centre.

Subsidiary Aims

  • To review vocabulary for indoor and outdoor activities, and can for ability. To give Ss controlled and freer speaking practice.


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

T plays hangman to elicit “Indoor” and “Outdoor” words on the whiteboard (w/b). T gives Ss the list of vocabulary in ex1. Ss work in pairsto organise the vocabulary into indoor and outdoor activities. Ss come to the board and write them into the correct columns. Then Ss work in pairs to match the cut-up words with the pictures. T checks with the whole-class and goes back to the lists on the board to see if they agree or want to make any changes. T drills some of the vocabulary for pronunciation.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Review “can” for ability: T asks a couple of Ss “Can you ...?” using some of the vocabulary. Elicit the answers “Yes, I can” and “No, I can’t”. T drills a couple of questions. Ss work in pairs to ask and answer questions using the vocabulary from ex1. Ss try to find 4 things they can both do. T monitors, but doesn’t intervene unless they need help. T takes some general FB,. Pre-reading - prediction: T write the heading ‘Group Leaders – The Mayo Adventure Centre” on the w/b. Also T writes the following questions, “What kind of holiday can you have at an adventure centre?” “What kind of people go on holiday to an adventure centre?” “What does a Group Leader do in his/her job at an adventure centre?” “What kind of person is a Group Leader?” Ss discuss these questions in pairs. Take some general FB.

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Reading for gist (job advert): T shows Ss the reading text for the job advert (ex 2). T asks them to read the advert quickly and see if their ideas are correct. Ss read the advert then check their answers with a peer. T takes FB. Ss in pairs discuss the questions in ex2 (Would you like to do this job? Why/why not?) T takes FB.

While-Reading (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

 Reading for specific information (job advertisement+recommendation letter): T shows Ss the picture of Melanie (p77). T explains that she applied for the job as a group leader. T tells them that they will read a reference letter from her boss in another job. T asks CCQs to check Ss understand what a reference letter is. T shows them the letter. Ss to read the letter quickly and T asks “Do you think she is a good person for the job?” (ex3a). Ss read the letter, then check their answers with a peer. T takes FB.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Reading for specific information and detail: Ss read the letter and advert again more slowly. T tells them to find six reasons why she can do the job (ex3b). Ss read then compare answers with their peers. For FB, T takes FB from the whole-class

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