Rudo Meda
Jobs - Beginner A1 level
Jobs
Beginner A1 level
Description
Materials
Main Aims
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To provide specific information listening practice using a text about To allow students to listen to a dialogue and both test and expand their lexis while practicing pronunciation in the context of Social media usage
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To provide review of the positive and negative forms of the verb 'to be' in the context of the jobs that students will have learnt about in the preceding lesson in the context of on jobs
Subsidiary Aims
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To provide practice of listening to target language pronunciation in an accent other than my own in the context of jobs
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To provide practice formulating questions and producing positive or negative responses to them in the context of jobs
Procedure (31-46 minutes)
Recycle lexis of jobs introduced by Ebrar - Without saying anything, show pictures of at least two jobs: Shop Assistant and Waiter. - Elicit student knowledge of the job description - Use realia to help cement understanding of those jobs, and to create interest in the lesson
Indicate that students should do a dual task: Complete the questions in Ex. 5a using the information from the tale they completed in exercise 2c. Move sts back into groups for peer checking. Sts check answers on the wall. (This test allows me to test their understanding of the target language, as well as their ability to comprehend a series of instructions.)
- Ex. 6- Gap fill exercise Vary interaction- Split Sts into groups of 3. Board work: split into two sides. Task introduced through the first example, rather than in my words. Qs Ans - ----- I in this class? ----- you are/ ----- you aren't - Show sheet in two halves, pointing to board behind me for each part- positive question and positive /negative answer Instruct sts to complete. Peer check Sts fill answers in pre-written spaces on board as they get done in their groups. Whole class feedback. - point to first example. Wait for sts to start reading the material, then go in order Avoid echoing. Appropriacy Clarify through interactive Board work: 'Am I in this class?" 3 columns - a) Rude response b) rude neg. response c) Appropriate response. Sts choose correct option (2 mins) Teaching avoidance of 'Yes I'm' error Boardwork completed by students, with prompt: Are you from Russia ? No I 'm not Yes I am Yes I am from Russia Add Yes I'm. and elicit response as to whether correct. Drill another example. (2 mins) Negatives typically used for contractions - Boardwork: Split board into two Side A: Full negatives Side B: contracted negatives Ask opinions on whether ok or not through semi- verbal cues- sounds vs. words ; thumbs up to correct answer. (2 mins)
Recording 2.8. drill contractions on handout/ board . Play tape again if need be
- Separate sts into pairs - On board, write 'is' 'Are' - Point to ex. - Instruct sts to complete - Check on wall
For the sake of time, limit ex. 9. to 2 friends- Roberto and Wendy. - Sts. line up and pick names out of two vessels (alternating the vessel picked from) Pairs sit together, and take on one character. board will have partial questions about Roberto and Wendy as examples.of format - Sts work with a strip with info about either Roberto or Wendy Students will formulate qs about their person When done, Sts. get another sheet handed out ' I ask what is Roberto's nationality'? then 'Is Roberto Spanish' 'then there will be line on board for 'no. He isn't. He is Mexican' Board check when complete
