Zahra Ghavidast Zahra Ghavidast

Jobs ans Study Subjects
Elementary level

Description

In this lesson, students learn about some fixed expressions about jobs and study subjects and how to use them in their every day lives. The lesson starts with an activity which makes the students match the pictures with the related jobs and study subjects and makes them talk about some other jobs and study subjects they already know about. The lesson continues with an exercise which activates the students' minds about what jobs are good for different people with different interests. The third exercise, which seems to be the most important part of the lesson to be learnt, is practiced in its best possible way. The lesson ends with a writing activity which highly demands the use of the expressions learnt in the previous exercises. This creates a funny atmosphere in the class when the teacher reads their writings and their friends need to guess whose writing it is.

Materials

Abc pictures
Abc a CD
Abc a hand-out
Abc Teacher-made slips of paper
Abc whiteboard
Abc paper for writing

Main Aims

  • To make the students learn some fixed expressions about jobs and study subjects and make use of them in their writings

Subsidiary Aims

  • To make students learn some fixed expressions about jobs and study subjects in sentences.
  • To engage the students' minds in different jobs and study subjects and learn them some useful vocabulary items about jobs and subjects.

Procedure

Lead-in (3-7 minutes) • To arouse the students' interest in the topic

The teacher shows a picture of hers with some students and tells them that they are her students and she has a full-time job and she goes on talking about the subject she studied, that is,English Teaching and asks them if they have any jobs or if they like to have full-time jobs or part time jobs. The meanings of these two words will be clarified while setting the context. She also asks them if they like their jobs? If not, what jobs do they like to have? Also, the teacher will ask them, "What do you do?" They need to know that it means What is your job?They will talk in pairs and then talk about their friends to the class.

vocabulary presentation (4-8 minutes) • To familiarize the students with some jobs and study subjects

In this stage, the teacher divides the class into three or four groups and gives the students some slips of paper reading some 'study subjects' while she is holding some slips of paper in her hand. She, then, writes the two ' Jobs' and ' Study Subjects' on the board and sticks one piece of paper on the board that reads 'a musician' and asks the students to work in groups and find out if the paper they have can be matched to the word music or not. A member of the group who has the word 'music' comes to the board and sticks it on the board in front of the word 'musician'. The same process in repeated for all the words. Then, the teacher shows the students all these words in pictures and asks them to make some simple sentences such as " She is a chef." They do drilling for all the sentences together so that they can pronounce the words correctly. She also shows where the stress falls while making them repeat the words and sentences.

Controlled Practice (3-5 minutes) • To check f the students got the point about Jobs and Study Subjects

The students are given the clear instructions to match the pictures with the words. After they match the pictures with the words, they are told to check the answers in groups. One of the students from each group reads the answers. Then, the teacher asks them to talk about the other jobs and study subjects with their partners. The teacher will help them while monitoring them.

semi-controlled practice (4-7 minutes) • To engage the students' minds in some other jobs by makking them think about which jobs are good for the people wth different tastes in working

The teacher asks the students to do part 'a' and then check their answers with their partners. Then, the students check the answers with their teacher. Then, the teacher asks the students to answer the question 2b. She sets a model at first like: "I really like working with people. I love teaching." Then, she tells them to talk about what jobs they like doing. The teacher needs to give clear instructions at this stage. They talk about it in groups while the teacher is monitoring and helping them. Se takes notes of the mistakes they may make to correct them after the are done doing group work.

semi-controlled practice (7-12 minutes) • To make the students aware of some fixed expressions and collocations and how to use them in sentences

She divides the class into 4 groups and gives each group 2 slips of paper. Then, she sticks some slips of paper on he board, the first of which reads ' I have a .............................................job'. and so on. The group who has the phrase 'full-time' comes to the board and fills the blank with that. This process is repeated for all the sentences. The teacher tries to elicit the meaning of the sentences from the students. She tells them to discuss the meaning of the sentences in groups. The, she tries to make them say what the words or collocations such as 'work for, unemployed, do a course, look for and so on mean. If they have a hard time understanding any of the sentences, the teacher helps them. . After they are done filling in the blanks on the board, they are given some slips of paper reading either 'working' or 'studying'. She tells them to match the words with the sentences on the board. Once more they drill the sentences carefully.The word languages also seem to have a very tricky pronunciation. Then, the teacher tells the students to do part 'b' by replacing the words in part 'b' with the highlighted ones in part 'a'. She models the first sentence for them so as to avoid their getting bewildered. Having done the exercise, they are told to check their answers with their partners while the teacher is monitoring them closely to know what problems they are more likely to have. Then, the teacher tells them to check their answers with the CD. The teacher asks some CCQs to make sure they have understood the sentences. For example for history: Is it about the present time? No, Is it about the past time? Yes He is self-employed. Does he work for somebody? No Does he work for himself? Yes

Writing (feedback) (5-10 minutes) • To give students a chance to prodece some sentences about themselves by using what they have learnt so far

The teacher gives each person a piece of paper and asks them to write five sentences about their jobs and studies now and in the past. She models one sentence about herself and makes sure everybody learnt how to do it. while they are writing, the teacher is monitoring them to find out the problematic areas and correct them either on the spot or after everyone is done writing. Then, she tells the students to swap their papers and read each other's papers. Then the teacher collects the papers and read them aloud and students are supposed to guess who the writer is. The class is thought to end with this funny activity and everybody will like it.

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