Timothyhallam Timothyhallam

Upper Intermediate level


In this lesson, students learn about job titles, with a focus on suffixes mainly on verbs that make the verb a job title. To get things warmed up, we'll start with a mingling activity in which Ss will speak to each other about their occupation and what their ambition was when they were a child. Following an introduction to some of the common suffixes in this vocabulary, Ss will do a deduction exercise based on verbs and finding the corresponding suffixes for a variety of job titles. We will then have a listening exercise based on the stresses on the selection words, during which Ss will predict what the syllable stresses are on the WB before they are played. We will then look at an old nursery Rhyme involving some job titles, some very old and somewhat uncommon nowadays. Ss will be divided into groups for a fun exercise to make their own poem using job titles that they know. We will round the lesson off with another group exercise in which Ss will be divided into groups where they have formed a company. They need to decide what the company is making of doing and give themselves roles within that company with a rationale based on their skills.


Main Aims

  • To provide practice and clarification regarding some common job titles that take a suffix from, in the main, verbs.

Subsidiary Aims

  • To provide Ss with an opportunity to do some controlled and freer practice using job title vocabulary and associated vocabulary.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

T will start the lesson with a photo projected on to the WB of him and his friend when they were kids, aping a Beatles album cover and explaining to the WC how they wanted to be musicians, and possibly why this didn't happen and how he's a Teacher now (and of course, how much he enjoys it!) Ss will be asked to stand up and mingle as if at a business convention and speak to different members of the class to tell them what they wanted to be when they were a child, is it what they do now? What stopped them from doing it (if applicable), and what they do now. T to project these instructions on the WB. Task will allow Ss to practice job titles as well as past and possibly present perfect and present simple tenses.

Highlighting/ Exposure (8-9 minutes) • To provide context for the target language through a text or situation

T to elicit suffixes for Assistant, Magician, Painter, Spectator. T will then give Ss a HO which gives a list of verbs and require Ss to fill in the gaps with the appropriate verbs with suffixes. This will be done in PW and any P who finish early will be asked to consider more job titles.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T to play the words in the exercise from the CD and get the Ss to repeat and drill if necessary, with emphasis on where the appropriate stresses are on the words. T will project the HO on to the WB and invite Ss to mark where they think the stresses are on each word. This session will also serve as an answer key. This session will serve to enhance Ss awareness of correct pronunciation through stress.

Semi-Controlled Practice (8-10 minutes) • To concept check and prepare students for free practice and increase fluency through rhythm

T to introduce the poem, Tinker Sailor, Soldier, Sailor on the WB and elicit, present what the words mean and which might be old fashioned. T will then introduce a rhythm to the poem and explain its use as a skipping rhyme and for thinks such as pulling petals off flowers. Teams will them be divided into 3 groups, Tinker, Tailor and Soldier and asked to come up with a similar rhyme and asked to present it. Ss need to consider words that rhyme and rhythm. T to decide which is the best poem...If permissible, T to ask other Ts as a 'panel of judges' to decide!

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T to divide class into 2 groups, saying that they are going to form a limited company and that between the members, they have to decide what their company will make or do which one of them does which job and why. Groups to present this back, going around the members for each to explain what they will do and why.

Feedback/additional activity (1-2 minutes) • To provide Ss with any FB

T to FB any points raised if not already done so in the course of the lesson. It is not envisaged that there will be time, but in the event of an early finish, T to keep the SS in their groups and play hangman using job titles and clues. The winner draws the next clue.

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