Muhammad Muhammad

Beginners A1 level


In this lesson, Students will get listen to a job interview of a mother and an au pair. They will be exposed to the form and pronunciation of can and can't. This will be followed by a free speaking activity to practice.


Main Aims

  • To provide gist and detailed listening to practice can and can't in the context of interviewing an au pair.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice of what an au pair can and can't do.


Lead in/warmer (2-3 minutes) • To set the context of the lesson and prepare for listening

T shows a picture of an interviewer and an interviewee. As ss questions like: What can you see in the picture? (interview) T drills the word with ss (individually and in groups)

Pre-listening (5 minutes) • To set the context of the listening and get students to be interested in the topic.

T shows a picture of Daniel and Ella and then a picture of ther mom Mrs jones. Ask questions: Who are they? (a mom and her children) Does the mom work? (yes) How old are the children? (students guess) Can they wash their clothes? (no, they can't) Can they cook? (no, they can't Who takes care of the children?(They need a babysitter T introduces the word au pair to the class after showing the other half of the picture. Tells ss that maria wants to work as an au pair for the Jones.

Gist Listening (5-7 minutes) • To provide students with a less challenging gist listening before listening to the detailed one.

T writes the the question on the board "Does Maria get the job?" In this case, it might be a good idea for students to try to listen and get the answer for the"How old are the children?" question and see if their guesses were correct. T has to make sure that students know what are they going to listen to. Ss listen and work in pairs to decide on answers. T gets WCFB ICQ: Are we listening or writing?(listening) what do we need to listen for? (to answer the questions) Do we need to answer one or two questions? (2 Qs)

Detailed Listening (7 minutes) • To get students to listen for details for the usage of can and can't in a more natural context.

T gives Ss the HO. Gives them some time (around 30 seconds) to read the the prompts 1-9. T tells the students that they are about to listen and tick right next to the the things that Maria can do and cross next to the things that Maria can't do. T gives instructions by writing an example (she can cook(tick) (cross))on the board and makes sure students understand what they are about to do. Students work in pairs to check their answers. T gets WCFB .

Controlled Practice (8 minutes) • To practice the form and different pronunciation of can in question forms and answers.

T gives ss a HO. Ss work on their own to find answers for the questions. Ss work in pairs to check their answers. T monitors for mistakes and writes an example on the board. T highlights the inverted word order of yes/no questions. T highlights that we use the weak form of can in yes/no questions(Can you cook?), and we use the strong form of can in short answers (yes, i can)

Role Play/ Free Practice (10-12 minutes) • To provide students with freer practice of can and can't and to involve the whole class.

T writes the word "interview on the board. (T might need to explain the word interviewer and interviewee, using Mrs Jones and Maria as an example) T Tells students that they are going to work in pairs Student A and Student B to perform an actual interview. Students sit facing each others. T gives each student a role play card. Student A will be the interviewer (the one looking for a nanny)m Student B will be the candidate ( the one seeking the position).Ss change roles afterwards to practice again. T monitors and makes sure ss are on task and using the correct form and pronunciation of can yes/ no questions. Provide help and support if needed. Some error correction might be done after.

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