Teacher name: Orazbaeva Aidana Bakytkyzy
Learning objectives(s) that this lesson is contributing to
8.S2 ask more complex questions to get information about a range of general topics and some curricular topics
8.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.S5 interact with peers to negotiate, agree and organies priorities and plans for completing classroom tasks
All learners will be able to:
- to brainstorm as many words as they can remember on the subject of job and getting the job.
- Create the sentences with the given words
- Talk about job interview questions
Most learners will be able to:
- Create a conversation by the help of useful phrases
- memorize the spelling of active vocabulary
Some learners will be able to:
- speak about the process of getting a job
none necessary for this lesson
Planned activities (replace the notes below with your planned activities)
Teacher divides students into groups and asks them to brainstorm as many words as they can remember on the subject of job and getting the job.
Whole-group activity. Students create a table with words classified. If is experience difficulties, ask the following questions to elicit the desired answers.
What professions do you know? (names of the jobs)
What do people usually do to get a job? (verbs)
What skills are most valued by employers? (skills )
Learners work in pair and skim job adverts to find answers to the following question:
Which job would be suitable for someone who:
- Enjoys traveling?
- Has business experience and wants responsibility?
- Can't work during the day?
- Has got telephone skills?
- Can't work in the evenings or at weekend?
- Teacher dictate the words (in any way you like)and tell the students to write the words on the appropriate pictures.
Create the sentences with the given words
Give the cards (student A’s card, student B’s card)
They have to ask each other and speak for 7 min
Distribute the feedback slips.
1) What are some difficult interview questions? Discuss it in your groups.
2) What is the best way to answer the below questions?
- How long would you stay in the position?
- What is your weakness?
- Describe a time when you failed.
- Why are you leaving your present job?
Distribute for pupils useful phrases and let them read.
Pair work. Students create a conversation according to the different situations in the cards that teacher gives.
- Find out:
What did they learn during the lesson: e.g. new vocabulary, similar words
What skills did they develop?
- Has this made them more aware of the heritage sites? (reflection)
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
Health and safety check
Learners do the gap-fill exercise as many times as they like or need to.
Or they summarise the group’s findings
- geography: developing vocabulary on heritage sites
- the reason why certain places are included in the list of WHL
- the values of nations and the government’s consideration
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?