IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 28: Work

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Work

Learning Objectives

WALT (We Are Learning To)Discuss future work and explain how school experience can help students prepare.

Success Criteria

WILF (What I'm Looking For)Use present perfect, give work examples, compare options, and choose clearly.

Support (Band 5.0 Target)

Use the frame: I have learned ___, so I can ___. Add one skill and one example.

Stretch (Band 6.0+ Target)

Compare school-based practice with outside experience, then justify the stronger choice.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan Work
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan Work
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: work and future skills
1 Can you tell me something about a job you may want to do in the future?
Yes, I may want to work in design or education because I enjoy helping people. For me, a good workplace (工作场所) should feel respectful and safe. Also, I want to keep learning new skills.
Your Answer
--:--
0 / 20 minimum
2 Can you tell me about a time when you had responsibility for a task, and what it was like?
Last month, I helped organise books for a school reading corner. At first, the task looked small, but it taught me responsibility (责任). After that, I understood why careful work matters.
Your Answer
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0 / 20 minimum
3 Do you think schools should help students prepare for work? Why?
Yes, I think, schools should help students prepare for work. This is because, teenagers need training (培训) in communication and teamwork. For example, class projects can teach planning and polite discussion.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Present Perfect for Experience and Preparation

Grammar

Present perfect shows experience up to now, such as "I have tried". It can also support future plans by showing what you already know.

Example

I have worked in a team, so I can lead.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

Weak Forms in Have and Has

👂 Listen: In fast speech, have and has are often weak: I have /aɪv/, she has /ʃiːz/.

🗣️ Practise: Say it smoothly, I have learned → she has helped → we have tried.

Section 4
Vocabulary Table
4 MIN
Keep
Workplace工作场所 Nounadj.workplace-based
Employability就业能力 Nounadj.employableadv.employablyv.employ · employed
Training培训 Nounadj.trainedv.train · trained
Flexible灵活的 Adjectiven.flexibilityadv.flexibly
Creative有创造力的 Adjectiven.creativityadv.creativelyv.create · created
Responsibility责任 Nounadj.responsibleadv.responsibly
Impression印象RECYCLED Nounadj.impressiveadv.impressivelyv.impress · impressed
Selection选择 / 选拔RECYCLED Nounadj.selectiveadv.selectivelyv.select · selected
Idiom 1: Get ready for — 为……做好准备 ExplanationPrepare for something important. ExampleSchools should help students get ready for future work.
Idiom 2: Build up skills — 积累技能 ExplanationImprove skills slowly over time. ExamplePart-time volunteering can help teenagers build up skills.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

For many teenagers, future work feels far away, but school can still help. First, students learn how a respectful workplace (工作场所) may look and sound. Next, clubs and projects build employability (就业能力) through teamwork. For example, school events give simple training (培训) in planning and speaking. Also, teenagers learn responsibility (责任) when they finish a task on time. If schools help students, they can get ready for (为……做好准备) work step by step. Most importantly, when learners try real tasks, future jobs feel less frightening. Overall, work preparation should be simple, useful, and age-appropriate.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your school wants to help older students prepare for future work. You are considering the following options:

OPTION A a one-day workplace visit
OPTION B a school project with real duties

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Well, I will compare two ways students can prepare for future work.
OPTION A On one hand, a visit is flexible (灵活的) because students can see many jobs in one day. Also, it can make a strong impression (印象).
OPTION B On the other hand, a project lets students be creative (有创造力的) and practise duties. However, if the selection (选择 / 选拔) of leaders is unfair, some students may feel left out.
PREFERENCE I would choose, the project. REASON This is because, it helps students build up skills (积累技能) over several weeks.
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
--:--
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 How important is work experience for teenagers?
Model Answer
OPINION In my opinion, work experience is useful, but it should be simple. REASON This is because, when teenagers try small tasks, they learn what adults do. EXAMPLE / EXTENSION For example, helping at a library can teach responsibility (责任).
Your Answer
--:--
0 / 20 minimum
2 Some people say schools should teach more creative work skills. What do you think?
Model Answer
OPINION Yes, I think, creative work skills are important in school. REASON This is because, if students only memorise facts, they may struggle with new tasks. EXAMPLE / EXTENSION For example, a poster project can make students more creative (有创造力的).
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 What could happen if students leave school with no employability skills?
Model Answer
OPINION I think, they may feel worried about future choices. REASON This is because, unless students practise planning and teamwork, jobs can seem confusing. EXAMPLE / EXTENSION For example, school clubs can build employability (就业能力) before graduation.
Your Answer
--:--
0 / 20 minimum
4 What are the advantages of learning workplace skills at school?
Model Answer
OPINION In my view, learning workplace skills at school is useful. REASON This is because, when students practise polite speaking and planning, they feel more ready for future jobs. EXAMPLE / EXTENSION For example, a class project could copy a simple workplace (工作场所) task and share roles during a short class talk.
Your Answer
--:--
0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Use the present perfect to connect experience to work preparation.

  • 1. So far, I _______ helped at two school events. (have)
  • 2. Recently, she _______ learned how to lead a team. (has)
  • 3. This year, we _______ practised polite workplace speaking. (have)

✅ Goal: Show experience that prepares students for work.

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (Present Perfect for Experience and Preparation).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. have 2. has 3. have
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