Vildan Vildan

TP 8 | A Career Change
Intermediate level


In this lesson, the focus will be on listening. First, students will be listening three different recordings for the gist. When they get a global understanding of the recordings, they will be answering true or false questions about some spesific details, and they will listen to the recordings again. At the end of the lesson, students will engage in a free speaking activity.


Main Aims

  • To provide gist and detailed listening practice using a text about jobs and work in the context of a career change.

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of a career change.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

"The day before I told you that I was born in Salihli, studied in İzmir and came to İstanbul to find a job. However, I was not looking for a job as an English teacher because I hadn’t got a smallest idea about teaching English. Moreover, my English was not good enough for this profession because I had studied public relations and advertisement at Ege University. I worked at an international company for a year and half. However, it was clear that I have to improve my English. So I decided to go to Canada to learn English. I took Intensive General English course. The more I studied English, the more I wanted to learn because I liked the way they taught. When I turned back Istanbul, I kept working for some big companies two more years but I realised that it wasn’t the right job for me. I was bored, uninspired and depressed. Finally, I’ve made a career change and decided to become an English teacher. Some of them know that I studied English language and literature at my second university. And now I’m teaching you English in the same way that they taught me in Canada six years before.” (The teacher introduces the topic of her lesson) “So, today’s topic is a career change. I want you to look at the pictures on the WB. All the people in the photos have made a career change. You see them while they are doing their new jobs. Can you make predictions their new jobs, just by looking at the photos? Let’s talk about the first picture...”

Pre-Listening (1) - Vocabulary (5-7 minutes) • To prepare students for the listening tasks

(Before giving the next task the teacher checks the meaning of to resign, to retrain, supervisor and solicitor.) “A few minutes later, we’re going to listen to the stories of these people from their own mouth. Before that, I want to check a couple of words with you. (Eliciting): "What are the different ways of saying ‘to leave your job’? (The teacher elicit the answers from students and writes on the board) to resign (v) | to quit (v) | to give up a job or position (CCQ): Am I an employee or an employer? Employee. Am I get fired from my job? No Did my employer want me to leave my job? No. Do I want to leave my job? Yes (Writing): I resigned from my job. (Drilling): /rɪ’zaɪn/ ------------------------------------------------------------------------------------------------------ (Eliciting) I’m learning how to teach English here, to be an English teacher. So what is my position here? Am I a teacher here officially? Laura is a teacher at ITI but I am a trainee teacher. So what am I doing here? to retrain (v) (CCQ): Do ITI pay me for my lessons here? No. Do I pay ITI for getting the CELTA certificate? Yes. Do I learn a new skill? (Writing): I am retraining as a teacher at ITI. (Drilling): /ri:’treɪn/ (Then the teacher checks the meanings of "solicitor" and "supervisor")

Pre-Listening (2) - A short Reading (4-5 minutes) • To prepare students for the listening tasks

(The teacher gives out the handouts and then the instructions for a short reading activity) "Now, I want you to read the short information below the each picture. Then, in pairs, discuss what jobs they used to do before and what they are doing now. You've got three minutes." (The teacher gets feedback from the class and students write the correct answers on the WB) "Ok. So your time is finished, can you help me to write the correct answers on the board."

Pre-Listening (3) - Vocabulary (3-5 minutes) • To prepare students for the listening tasks

(Before playing the recordings, the teacher checks more vocabulary from the upcoming listening tasks: exhausted, stressful, depressed, desperate, unemployed) "Before listening the recording I want you to tell me how you feel after a long, diffucult day at work." Stressful (adj) , Tired (adj), fatigued (adj) “Imagine that you are very tired, or absolutely tired. What do you say?”

While-Listening #1 (5-10 minutes) • To provide students with a less challenging gist listening task.

(The teacher warns the students before the new while-listening task.) "Now you are going to listen to three different recordings belong to the people you see on the pictures. The three people will be describing how did they change their career. While listening to them, please answer these questions. After each recording I will pause and give you time to take some short notes. Then I will keep going with the next recording." ICQ: What will we do now? Are you going to just listen to the recordings? Are you going to take short or long notes? (The teacher plays the recording the secon time. Then she gets feedback from the whole class.)

While-Listening #2 (5-7 minutes) • To provide students with more challenging detailed listening tasks

(Students do the exercise 3 in pairs for five minutes and the teacher gets feedback from the class.) "I want you to mark these statements True or False. If you need I will play the recording once more."

Post-Listening (4-6 minutes) • To provide with an opportunity to respond to the listening and expand on what they've learned

Students engage in a freer speaking activity in the context of a career change for the rest of the time.

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