Jefferson Cristiano Dick Junior Jefferson Cristiano Dick Junior

Copy of Describing Your Job
Beginner level


In this lesson, Ss will be concentrating on listening and speaking skills. The class will begin by activating the Ss schemata, pre-teaching the vocabulary and providing Ss the opportunity to act out the vocabulary to ensure comprehension. We will then move on to a listening for gist activity utilizing a HO, followed by a active listening for details activity to get Ss active and engaged in the language. We will then follow up the activity with a writing activity that will provide an opportunity to address the grammar of “working”. The last activity will be an active speaking practice activity where Ss speak and listen to other Ss to fill out the chart.


Abc Listening for detail source

Main Aims

  • To provide Ss with listening practice: listening for gist & detail

Subsidiary Aims

  • To provide vocabulary practice of adjectives in the context of occupations. To provide speaking practice of TL and to clarify the grammar structure of the word "work"


Lead-in (2-3 minutes) • Introduce the topic and familiarize with topic, activate Ss schemata

Ask a Ss “What is your job?” follow this with the question “Do you like your job?”, ask a few of the lower level Ss this question, to ensure their participation in the conversation. Then ask one of the higher level Ss the follow up “Why?” question. As Ss studied adjectives and did homework on this topic the day before, they should be able to answer these questions, but if they can’t, I will prompt with a quick “it’s good?” and move on. After I have asked a few Ss, I will prompt one of the Ss to ask me the question “do you like your job?” “why?” at which point I will lead in to the vocabulary portion.

Introduction of vocabulary (8-10 minutes) • Introduce Ss to the vocabulary

Ss has just asked me the “why” question, I will show the first image and try and elicit the word “interesting” and then show the word on screen. I will flip to the next image of someone looking bored, CCQ: Is this interesting? No? What is it? … introduce boring. Continue presenting opposites to concept check.

Practice vocabulary (5-6 minutes) • reinforce Ss vocabulary by using TPR

Provide each Ss with a card, sit among the Ss. Pick up my card and act it out, elicit the word from the Ss, write it on the board. Signal to the next Ss to act out there card. If Ss are unable to act out the words, I will re-act it out so as not to put the Ss on the spot. Activity is intended to reinforce/concept check vocabulary using TPR. Secondary aim is to have a written record of the words on the board for Ss to reference later.

Listening for gist (8-10 minutes) • Ss practice listening for gist.

Before beginning activity, ensure Ss know the potentially difficult words farm and business, show images. Provide Ss with the HO. Explain that they will listen to the audio and circle the best picture to describe the audio. ICQ: Are we writing? No ... what do we do? (mime circling) Pause for a short moment after each audio clip to allow Ss a moment of processing time. Feedback: Ask Ss to check their answers with a partner. Only do WC FB if there is a problem with a particular question.

Listening for details (5-7 minutes) • Ss practice listening for specific information

Explain that we will play a game. Write “boring” on one side of the WB, “interesting” on the other and “?” in the middle, words will be on PPT. CCQ: Ask Ss if boring is the same as interesting, elicit or remind the Ss about opposites. Tell Ss we will listen again and they will have decide if they heard boring or interesting and everyone will walk to that side of the board (all words are paired with their opposite meaning). Ask all Ss to stand up, when ready play the video and allow Ss to walk over to which side they heard. I will then drill the word that was presented. Boring* / Interesting Easy / Difficult* Interesting* / Boring Busy* / Quiet Unfriendly / Friendly* Busy* / Quiet Adapted from: Pollard, Laurel, Natalie Hess and Jan Herron. Zero Prep for Beginners: Read-to-Go Activities for the Language Classroom. Page 15.

Writing practice (4-6 minutes) • Ss practice key phrase by writing it and to introduce the grammar of the word “working.”

Write “I work in a school, it’s interesting” on the board. Underline the word work, ask Ss what it means. If Ss are unsure, write “job” on the board and say “I work … it’s my job”, and to emphasize that it’s a verb, act out a few verbs: dancing, swimming and then point to work and say “working.” Erase the words school and interesting, so I’m left with “I work in a _____, it’s _____.” ICQ: Elicit the potential answers from some Ss. CCQ: Ask Ss what the adjective is describing, “it’s boring … what’s boring …? … A: school or my work.” Provide Ss with the HO folded in half and ask Ss to write their own sentence. Extension for high levels: provide Ss that are finished and bored with sheet with additional sentences to write. Can also be used in “Talk about your job” activity or as a back-up.

Talk about your job (9-11 minutes) • Reinforce vocabulary, provide speaking and listening practice.

Ask Ss to write another sentence, with the second half filled in. Show the chart on the board, demonstrate that each Ss will have a adjective in their sentence. Demonstrate how to do the activity by showing the handout on the board, fill out the sentence so it applies to me. Go to a Ss and ask her to read her sentence aloud. When Ss reads, I will listen for her adjective, and then on the board write her name over that adjective. ICQ: she spoke and I …? (point to ear), …then I? (signal writing), where? … and how many people do I listen to?

Back-up: Running Dictation • Practice all 4 skills and reinforce material

Open the textbook to the texts of the audio. Ss work in groups of two, A&B. A comes to the front, reads a small part of the text and tries to remember it (Ss can remember one or two words at a time if they wish, whatever is easiest). Ss A goes back to Ss B and tells them what the text says from memory. Ss B writes down what student A says. High levels: High level groups will do multiple passages, lower level Ss will just do one or two.

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