Amarantha Voss Amarantha Voss

Nightmare Jobs
Pre-Intermediate level

Materials

Abc Pre-reading lexis task
Abc Gist Reading
Abc Scan Reading/re-reading of Text
Abc Free Discussion

Main Aims

  • To provide scan and gist reading practice using a text about 'nightmare jobs' in the context of the fact that all of us have had a job where we didn't know how bad it could be. We will think about and discuss the worst things that we think can happen in the specific jobs that are in the lexis and in the text.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of the worst experiences they could have in specific jobs that are in the lexis and in their personal experience.

Procedure

Nightmare jobs (3-5 minutes) • To set lesson context and engage students

I tell students about an awful job I once had...then I want to tell the students to think about their terrible job experiences. This will just take a few minutes.

Pre-reading (10-12 minutes) • To review lexis and discuss

The students will be instructed to review and look up all the lexis on the handout. Then they will discuss the bad experiences they think one could have in the jobs given in the example on the same handout.

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

The students will be instructed to read the article in handout 2 and then discuss and compare if their ideas were similar to the ones in the text. This will take 15 minutes.

While-Reading #2 (14-16 minutes) • To provide students with the opportunity to freely discuss their experiences and opinions.

I will instruct the students to work with a partner and discuss their experiences and opinions according to the questions in the 3rd handout (5 minutes). Then I will give them some more opportunity to discuss as a class (5 minutes). This will take 10-12 minutes.

Scan Reading (8-10 minutes) • Individual work to scan the text for answers

I will instruct students to work individually and scan the text again for answers to the questions in the fourth handout. I will ask for volunteers to give the answers and write them correctly on the board. In order to keep the correction part short, I will write a number next to the answer (1,2, or 3) and explain to the students that they can find the answer in part 1, 2 or 3 so they will know where to find the correct answers later on.

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