shadi shadi

Elementary level


In this lesson, SS do a listening in the context of jobs benefits. Lesson starts with SS discussion about the best and worst things about some jobs, to predict some what they are going to listen. Then they'll do a listening for gist, and do Exercise 1. After that, they do the listening for details and answer Exercise 2. as the last activity, SS have a semi controlled practice to use TL.


Abc Listening audio file

Main Aims

  • To provide gist and detailed listening practice using a text about jobs benefits in the context of jobs

Subsidiary Aims

  • To provide product writing practice of an essay in the context of job


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

T asks SS to talk about the good things about their jobs and then introduce the word benefit. Then shows some photos of job benefits and asks if these are usual in their countries.

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

T shows Photos of 4 people with 4 different jobs, on the board, asks 'what are their jobs?' and then have SS to work in pairs or groups of 3/4 (depends on the number of SS), discuss and write one best and one worst thing about each job, on a piece of paper. T draws a table on the board, with two title,best and worst things. T gives them a time limit and then asks one person from each pair or group, to come and attach their papers on the board. Then the whole class look at the table and discuss their answers.

While Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T explains SS are going do a listening about the people in the pictures and their jobs, and asks them to match a picture to each track. SS listen for the first time, after each track T pauses for 10 minutes to give SS a chance to find and number the pictures. After they listen and match, T asks them to check in pairs. T shows the answer on the board and asks if SS know where they work.

While Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gives SS the exercise#2 hand outs and asks them to listen again and tick any of the phrases they hear, in each part of the table in the exercise. T plays the tracks and pauses after each to give SS a chance to think and tick. Then T asks SS to check their answers in pairs. Then the answers are shown on the board and T asks the WC, if they understand the meaning.

Post-Listening/ integrated speaking writing practice (8-10 minutes) • To provide an opportunity to respond to the text and expand on what they've learned

T have SS into 2 groups and gives each group 3 piece of paper with 3 different jobs written on them. Then asks them to write best and worst things about each job. Then they give the other group the things they've written, so the other group has to guess the jobs. The group with more correct answers is the winner.

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