Abdul Abdal Abdul Abdal

Jobs Vocabulary
Beginner level


In this lesson will students learn about different jobs and build up on their vocabulary. Students will try identify the jobs by looking at two pictures, one of a person in the job context and the second shows places of work. In a controlled practice, in pairs-do a gap filling exercise and speak to each other by asking questions in the handout. In a less controlled practice, in GW, they will ask questions to each other to determine if they are True or False.


Abc audi script, Questions to reorder, a quiz,whiteboard, boardmarker

Main Aims

  • Introduce students to jobs' vocabulary in relation to their work place by using the present simple "be" verb (i.e am, are).

Subsidiary Aims

  • Provide students speaking and practice PW & GW activities on jobs' vocabulary.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T will introduce himself to Ss and show his work place (university) and elicit the students the following CCQ; 1. What is the nam of this place? (University/School) 2. Who go there? (Teachers, Students, Administrator, Others) 3. What do they do? (Teach, Study, Administration) 4. Anyone can go there? (Workers, Public-Info) Then T will show another picture of a Student and will elicit Ss to answer the following CCQ: 1. Who is this? (a Student) 2. What does he do? ( He studies in a school/uni) T will elicit Ss by CCQ: 1. What's your name? (Ss: My name is...) 2. Who are you? (I am a student)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T will show two picture (one of a person, second-the work place of the following with a CCQ(Who is this? Where does he work? T will write on the boards two columns, one the job, second the work place (WC feedback). The list will be accompanied with Pronunciation of each Job & work place if required. 1. a teacher - uni/school 2. A student - uni/school 3 A doctor - hospital 4. A pilot - Plane 5. A bus driver - bus 6. An artist - gallery (why an?) 7. An engineer - workshop/assembly line 8. A pharmacist - pharmacy 9.A chef - Restaurant

Highlighting (5-7 minutes) • To draw students' attention to the target language

In pairs. Ss will complete a gap filling exercise based on the question 2b on p.31 with some few extra jobs which they have not seen from T. Ss will use jobs and work place on the whiteboard. T will monitor the students and give PW feedback. For new jobs are introduce to the exercise (for a challenge) T will give WC feedback.if required otherwise elicit from Ss meaning.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

T will introduce new terms: Pronunciation - Unemployed Retired Meaning: 1. I am a teacher - I work in a school. 2. I am unemployed - does not have a job. T will elicit with CCQs. by showing a picture-Does he have a job? No 3. I am retired - am over 65, ( I do not work) T will elicit with CCQs - Does he work now? No

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will ask students to talk to at least 3 other students using gap handout and they make note of their answers by using the following questions AND MODELiNG first from no.3 P. 31: A. I work in a school, I am a teacher. And You? B I fly a plane, I am a Pilot. then go to the next student and use another job and work place...

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

T will ask Ss to do the activity No 4, on p 31 in GW ( T will Model first to Ss) and then Sss will check with the members of the group with the following true(T) or false(F): In my group... three people work in an office... two people are unemployed.... one person is a student.... nobody is retired.... T will onitor the GW activity and give feedback.

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