Marijke D Marijke D

Elementary Face2Face Demo Lesson A Unit 1C
Elementary level


In this lesson, Students will review and practice some job vocabulary, followed by a short reading to introduce the verb to be in the context of work conferences. This will be followed by some clarification of the MFP of the target structures, leading into some restricted and semi-restricted practice of the grammar.


Abc Face2Face Elementary p.11 ex.12 Student A/B
Abc Face2Face Elementary Vocab Match HO p.126
Abc Face2Face Elementary p.11 ex.11
Abc Face2Face Elementary p.11 ex.8

Main Aims

  • To review and introduce job vocabulary in the context of jobs and conferences

Subsidiary Aims

  • To introduce and practice the be verb in present simple in the context of jobs and conferences


Warmer (2-3 minutes) • To meet the Ss and learn each others' names

Ss will stand in a circle (T uses gestures to indicate), and shake hands silently. Ss will then repeat the process introducing themselves (T will model this with one or two Ss). FB: T will ask if anyone remembers all the names in the group.

Lead-in (3-4 minutes) • To set lesson context and engage students

On WB: "What do you do? Do you like it? Why?" Ss ask and answer this question in pairs (T uses gestures to indicate pairs) FB: Ask a few students what their partner does for a living

Introduction to Vocabulary (4-6 minutes) • To check Ss knowledge of job vocabulary

Instructions: Chest HO -- "Do NOT open the paper. How many of these jobs do you know? Speak with a partner. If you don't know the word, no problem." ICQs: Can you open the paper? (No) / Are you writing or speaking? (Speaking) Ss discuss which words they know. T monitors for problematic vocab. [No FB, as this is just to check their knowledge]

Introduction and Clarification of Vocabulary (8-10 minutes) • To introduce and clarify any new job vocabulary

Ss open the paper, and match the words with the pictures FB: Check in pairs WCFB: Ss to board T clarifies problematic answers (using CCQs) and drills pronunciation [T can also highlight the use of a/an here, if necessary]

Intro to Reading (1-2 minutes) • To set the context of conferences

T uses an example to elicit the idea of "Conference" [I am a businesswoman. Sometimes I go to another city, and I meet other business managers from other companies. We have meetings. It's usually in a hotel.]

Reading for Gist (4-5 minutes) • To provide a general understanding of the text

Ss read the conversation and match with the pictures. They have 1 minute. ICQs: Will you fill the gaps? (No) / How much time? (1 minute) FB: Check in pairs / WCFB

Listening for Details (5-6 minutes) • To provide detailed listening practice, and set a context for the grammar

Ss will listen to the conversations and complete the blanks (T will monitor to decide whether to play audio again) FB: Check in pairs, quick elicit for WCFB

Clarification of Grammar (5-6 minutes) • To draw students' attention to the meaning, form and pronunciation of the target language

ON WB: [We aren't from Australia / I'm an engineer and Connie's a lawyer. / Are you from Sydney? T elicits the verb, uses gestures to clarify meaning (It's about me/description). T elicits +/-/? form of the verb, and drills contractions.

Controlled Practice (5-7 minutes) • To provide controlled written practice of grammar

Ss change the sentences to negative, if they are not true. (T monitors, helps and collects common errors for FB) FB: Check in pairs / Elicit answers at random for WCFB / further clarification, as needed.

Semi-controlled spoken practice [if time] (8-10 minutes) • To provide semi-controlled speaking practice of the grammar and lexis

Regroup Ss in new pairs, give HOs A and B. Ss work together to ask each other questions about the circled information on the guest list, and correct the problematic information. Instructions: Model on the WB + quick demo, if necessary. ICQs: Will you ask about ALL the information? (No) / Only the information in.... (Circles) / Is all the information incorrect? (No, some is correct) FB: Ss compare their papers to check answers / T provides EFF on common errors

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