Lesson Plan

Teacher Lesson Focus Tutor Date Level Stds Min

Doga Erkan Lexis/Speaking Bita Rezaei 03.04.2023 A2 45

Reference & Materials (The lesson is based on book, page, section, text, etc. Were any adaptations made?)
Cambridge English- Empower Student’s Book
Pg 21, 2a, 2b, 2c / pg 161 , 2a, 2b, 2c
Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Cambridge University Press

Lesson Aims By the end of the lesson students will have learnt, improved, or practised …..
Main aims:
By the end of the lesson, sts will have practiced the job lexis "engineer, photographer, dentist..." and they will be able to express
themselves about what they do for a living. "I am a/an...., I work as a/an..."

Subsidiary aim:
By the end of the lesson, students will have done matching exercises about jobs and will have practiced speaking about what they do
for a living at least once.

Anticipated Problems and Solutions

Task setting, classroom management, instructions, groupings, online tools etc. ( not language )
The poll might not be active
S: I will ask sts to write their answers on the chat
Sts connected to mobile phones may experience problems using the chat box and polls.
S: I will ask these students to answer the questions orally.
Sts will have not understood the instructions via the ICQs for the matching task.
S: I will give students a couple of examples.

Action points for this lesson

Areas of your teaching you will be working on or trying to develop (base these on comments from your previous lessons that apply to
this lesson).
Giving instructions slowly, clearly, and concisely;
Check the students’ understanding (by asking them some ICQs or by giving examples.)
Maintaining a good pace during the lesson.
Use online tools correctly and quickly

Assumptions Student previous knowledge

I assume learners will be familiar with some lexical items related to finance such as ‘tour guide’, ‘pilot, ‘dentist’. I
assume that learners will have background knowledge about the topic.
 Lesson Procedure
Interaction
Stage Aim Time Procedure
patterns
-Ss comment on a picture of a woman feeding the
penguins. Ss try to describe what they see in the
picture. Ss are asked 4 questions about the picture.
(pg 21, ex a,b)
Instructions:
1. Where do you think the woman is?
2 What’s in her hand?
3 Is the water warm or cold?
4. What’s one good thing about her job and one bad
thing?
To activate ss’ interest
T- Ss Checking questions:
1. Lead In (Warm-Up) in the context of the
Ss - T 3min Do you speak or write down? (Speak)
lesson
Class feedback:
I nominate learners individually to
tell me their answers. I ask sts “Why?” to learn more
about their ideas.
CCQs:
1. “ what do you think about
this question?”
They say “There is a/an ,”
S/he works in a/an ,
S/he has a/an
easy/hard job, because . I ask sts “Why?”

-Ss analyze the job lexis. Ss see some pictures of a

taxi driver, a police, a shop assistant, a pilot and a
nurse, First, they try to guess the job. If the ss do not
know the word, they are given a picture under
each word.
-Ss are asked if the jobs are easy or hard. They
comment on the pictures.
Instructions:
1.What can you see in these pictures?
2. Target Vocabulary To set the meaning and T - Sts 2.Who are they?
Focus the use of new Sts - T 6min 3. Where do they work?
vocabulary T- Sts 4. Do they have an easy or a hard job?
5. Would you like to do this job? Why?
Open class feedback:
I nominate ss to tell the class about their opinion,
and if they agree with the other ss.
CCQs:
, what do you think?
, do you agree?
 -Sts match the 9 words with the letters a-i. (ex 2a) At
first, Ss are asked to do the activity by
themselves.Sts write down their answers.They are
given 4 minutes. Then, ss are divided into breakout
rooms. Sts have 4 minutes to check their answers.
When the ss are back to the main room, they match
the images with the letters using the tool bar.
Instructions:
1. There are 9 words.
2. You will match these words with the letters a-i.
3.Please Write down your answers.
4.You will discuss your answers in BORs.
To provide controlled 5.You have 4 minutes.
T-Ss
practice of the new 6.Then, we will match the words together on the
Ss - Ss
3. Practice of Target vocabulary form 8min board.
Ss - T
Vocabulary Form Checking Instructions:
T - Ss
Do you do it alone or in groups? (In groups.)
How much time do you have? (4 minutes.)
Ss do the task individually for four min.
Monitor.
Peer check:
Raise a hand when you are ready, or write OK in the
chat box, or say ‘I’m ready’.
Now check your answers with your partners.
Please accept your invitation for the BOR.
Open class feedback:
The teacher nominates the sts and the sts match the
word to the correct letter.
I open the tool bar “line.”
-Sts matches the target language “police officer,
engineer, photographer..” (ex 2a) with the
corresponding words, they write down their answers.
Instructions:
1. Look at the screen
2. We have 10 words.
3. Match the jobs with pictures 1-9.
4. Write down your answers.
You have 4 minutes.
T-Sts Checking instructions:
To test learners’
Individually 1. Do you write down your answers? (Yes.)
current understanding
4. Diagnostic test Sts-T 6min How many minutes do you have? (4.)
and identify gaps in the
T-Sts Learners do the task.
target language
Peer check:
Raise a hand when you are ready, or write ok in the
chat box, or say ‘I’m ready’.
Class feedback :
T elicits and marks the stress on the words in the
exercise using the tool bar. T asks individuals “Do
you all agree?”
Open class feedback:
I nominate individuals for their answers and write
their answers to fill in the blanks.

Look at my answers now. (I show them the marker

To enable learners to
T-Sts sentences with the correct words in bold. I ask them
5. Focus on meaning understand the meaning 3 min
Sts-T CCQs to clarify the meaning of the collocations
of the target vocabulary
learners have found difficult in the diagnostic test.
 Students complete the 4 phrases with the target
language (ex 2c)) given up on the box.
Instructions:
1. We have 9 words and 4 sentences.
2. In each sentence, we have a blank.
To enable learners to 3. Complete the sentences with the jobs from the
clarify any difficulties exercise.
T-Sts
6. Focus on form they may have with the 5.You have 2 minutes to fill in the 4 blanks.
Individually 6 min
form of the target Sts do the task individually for 2 min.
Sts-T
vocabulary Peer check:
Raise a hand when you are ready, or write ok in the
chat box, or say ‘I’m ready’.
Checking instructions:
1. How many words do we have in the box? (9.)
Class feedback: I nominate learners to tell me their
answers. I ask them: What do you think, ?

Listen and repeat: Listen and repeat:

1. Businessman – I show them three fingers – one
for each syllable. I ask them to pronounce the
stressed words first – ‘busi’, ‘ness’ and ‘man’. I use
fingers to emphasize on them. Then ask learners to
repeat the whole phrase.
2. Businesswoman–
I show them four fingers – one for each
syllable.”busi”, “ness”, “wo”, and “man.’ I ask them
to pronounce the stressed words. I use fingers to
emphasize on them. Then ask learners to repeat the
whole phrase.
To enable learners to
3. Receptionist – I show sts four fingers. I
clarify any difficulties
7. Focus on T-Sts pronounce focusing their attention on Divide
they may have 5 min
pronunciation Sts-T receptionist into syllables: re-cep-tion-ist.
pronouncing the target
4.Manager – “ma”,“na”, “ger”, I keep
vocabulary
emphasizing each syllable using my fingers.
5. Chef. - I show sts 1 finger - one for each syllable.
1 syllable, I emphasize the syllable stress.
6.Actor – I divide ’actor’ into two syllables: ac-tor
7. Tour Guide - I show the sts three fingers,
“tour” - “guide”
8. Farmer - I show sts 2 fingers - one for each
syllable. “far” - “mer”
9. Secretary - I show sts four fingers. I divide
secretary into four syllables: sec-re-tar-y
10. Mechanic - I Stress the syllables in mechanic:
me-chan-ic
 Sts work in groups to talk about an interesting job
they would like to have.
Instructions:
Please show Thumbs up or type ‘ok’ in the chat box
if you are ready to continue (or say, ‘I’m ready’).
1. What it is.
2. Why you think this job is interesting
3. What skills you will need to do this job
4. And explain why you want to have this job
Here are some ideas:
• working with people
• working with animals
• working with machines
• working on your own
You have 5 minutes to write down your answers.
Checking instructions:
To enable learners to
What do you have to do? (choose a job and talk
develop their oral T-Sts
about the tasks)
fluency using the target Sts-Sts
Free Practice 6 min Do you have to write or speak? (speak)
vocabulary in the Sts-T
How much time do you have? (5 minutes )
context of money and T-Sts
Sts do the task:
finance
While sts are speaking, monitor and write down (in a
separate document) the correct and incorrect
sentences detected.
Write them later on the last empty slide using the
text tool (or in the chat box if the former doesn’t
work).
Monitor.
Peer check:
Raise a hand when you are ready, or write ok in the
chat box, or say ‘I’m ready’.
Now check your answers with your partners.
Please accept your invitation for the BOR.
Open class feedback:
I nominate students individually to hear their
thoughts.

While I was listening to you I heard that you tried to

use the job vocabulary and asked each other
To enable learners to questions!. Well done! There are several things that
8. Delayed error
use the target T-Sts 2 min we can improve. Look at these sentences/words and
correction
vocabulary correctly tell me where the mistake is.(T writes on the
whiteboard the mistakes she sees, then corrects the
errors.)
 Language Analysis
Meaning Problems & solutions

Form Problems & solutions