Benjamin Benjamin

Pre Intermediate level


No materials added to this plan yet.

Main Aims

  • To introduce and and practice phrases related to employment in the context of current & future jobs.

Subsidiary Aims

  • To provide fluency and accuracy in the context of current and past jobs


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Present students with images of multiple job positions and ask the following questions: What's the best job you've had? Did you leave or are you still working there? Why?

Test #1 (5-10 minutes) • To gauge students' prior knowledge of the target language

Present students with a handout that contains 14 phrases or words in the context of jobs and have the students match them to the appropriate image. This will be done on their own, and afterwards, they'll be paired into BORs to discuss their answers. a good salary, sick pay, opportunities for promotion, my own office, friendly colleagues, job security, long holidays, flexible working hours, opportunities for travel, holiday pay, on-the-job training, lots of responsibility, a good boss, a company car.

Teach (3-5 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Ask for volunteers to share the phrases they had the most trouble with, if any. If none are presented, continue to model the pronunciation of the lexis.

Test #2 (5-10 minutes) • Check students' use of the target language again and compare with the first test

Have students complete phrases in context of jobs in Google forms. Model how to complete them beforehand. Have them compare answers in BORs afterwards. Finally, show answer key in presentation.

Free practice (8-10 minutes) • To provide students with free practice of the target language

Students will write five sentences about their current job or one they would like to have in the future using the phrases learned in Test 1. Afterwards, they will compare answers in pairs using BORs to see if they find similarities between them.

Open class feedback (3-5 minutes) • To provide with an opportunity to respond to the lexis and expand on what they've learned

Students will share the similarities they had with their partners, if any.

Delayed error correction (1-2 minutes) • To help students identify mistakes made and respond necessary questions.

Correct errors noted during monitoring made during previous tasks on the virtual board.

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