Mederic Hoffmann Mederic Hoffmann

Teaching Practice 3
Pre-intermediate level


In this lesson, students will go through the vocabulary of work, in the context of jobs, careers and famous people. Focusing on the meaning, and how to use these words in different exercises, students will have to speak and say those words over and over in the different contexts, to get a proper assimilation.


Abc Exercise Sheet N°3

Main Aims

  • To provide clarification of work lexis in the context of jobs and famous people / other people's careers

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation and presentation in the context of careers, jobs & works


Warmer/Lead-in (2-4 minutes) • To engage students

T will come in front of the students, being polite and everything, quite the usual thing. But then will show his tie, and ask Ss "What's that ?" They shall answer "a tie", and I'll ask another one: "What does it mean to wear a tie?" By doing so, T will elicit the word "work" or "job" in order to get the context.

Exposure to TL & first controlled practice (8-10 minutes) • To provide context for the target language and to put it into use

T will ask to Ss: "What's my job?" Ss shall answer "You're a teacher." So I will write the word TEACHER in a vertical column and draw gaps after every letters. This is going to be the first activity, which consists of finding any jobs starting with those letters, just like a Scrabble game (kind of). When T got some answers after asking individually, I will symbolize "Pros" & "Cons" with thumbs up & thumbs down, and only after they understood the meaning I will give them these two words, separated by a line. Finally I will choose 3 given jobs and so they shall put what do they think is either good or bad for these jobs, check in pairs, then WC FB.

Vocabulary Meaning, Clarification & Practice (15-17 minutes) • To clarify the meaning, form and pronunciation of the target language

T will make four teams (equally divided), and give instructions to this new activity. But first T will read a paragraph about a specific job that the Ss will have to guess, one reading, peer checking, and another read if possible. Then get the WC to answer. Show them the paragraph on the PPT and elicit the most important word in there: "work". By going through all over this paragraph, I should show them that "work" is always followed by another little word (preposition) and together they help us to know about the details of someone's work. Drillings should be helpful from this point. T can show also the difference between "deal with" & "work with" for example. The activity will go through these steps: - T will open one envelope. - T will show what's inside, which is me and my job. - T will work on the WB to show how to write sentences, elicit at first if possible. - T will hand over the envelopes to the teams. - Ss designate a team leader. - 2 mins after each leader will come to the WB and will try to make the others guess about the job on his/her piece of paper. Keep track of the results. Use CCQs after (if you are well-paid, is it bad ? / do you work with problems ? / ...)

Controlled Practices (12-14 minutes) • To concept check and prepare students for more meaningful practice

T will show the new hand out, the exercise sheet by pointing out who is represented on this. "Who are these people?" "What do they do?" Ss shall answer "Madonna and Brad Pitt", then "They are actors, musicians,..." but I'll need "They are stars / famous people!". I am going to ask them another question: "is it a job to be famous?" "What is it?" T will go through visuals on the WB, by drawing a timeline going from "not famous" to "famous", in order to elicit the word "career", going from their first job until today. Another set of simple questions : "So what does a career have?" => "...(many) jobs!" "And what does a job have?" => "...(many) works!" T will give instructions for the first exercise which is a "choose the correct word" kind of activity, live example on WB then hand out. A lot of monitoring will happen, check pronunciation if need be, check in pairs, show answer key on PPT then move on to ex.2. Still in pairs, Ss will do this matching activity, but before check with Ss "to earn" and "to be fired" (thumbs up or down). Then WC FB.

Semi-controlled/freer spoken practice (7-10 minutes) • To give students an opportunity to use the TL in a meaningful context of family/friends

At first, T will show them on PPT a set of pictures, they'll have to be quick, in one minute give me the first thing they are able to think about these work situations. Elicit vocab., act as a final reminder. T will arrange people again for the last activity, to talk about someone they know and has either pros or cons in his/her work(s). Will do a demo. Close monitoring. If time ask 1, 2 or 3 groups to tell what someone had to say.

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