Meram Osama Meram Osama

Vocabulary (Jobs)
Elementary A1-A2 level

Description

This lesson introduces and develops students’ knowledge of common job vocabulary. Students are first exposed to the target words through the coursebook, then learn their meanings and pronunciation. They practise identifying and using the vocabulary in controlled and semi-controlled activities before applying it in a communicative speaking task.

Materials

Abc English File Elementary p.25
Abc English File Elementary p.154
Abc An audio
Abc Pictures of different jobs
Abc pictures
Abc Job cards

Main Aims

  • Recognise and use common job vocabulary accurately in simple spoken interactions.

Subsidiary Aims

  • Describe and talk about different jobs using the target vocabulary.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Show pictures of different jobs one at a time. -Ask: •What job is this? •What does he/she do? -Elicit as many job names as possible without correcting immediately.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

Exercise 2b -Ask students to open Vocabulary Bank p.154. -Tell them to look at the pictures and the list of jobs. -Ask Students to match the words to the correct pictures individually. -Ask ICQs. -Pair check -Play the audio to check answers as a whole class without explaining meanings yet.

Highlighting (2-4 minutes) • To draw students' attention to the target language

-Ask students to read the job names aloud. -Underline the target vocabulary on the board. -Ask ICQs. -Write a few examples: •a teacher •a doctor •an actor -Ask: “What do you notice before the job?” -Elicit that we use a or a before singular jobs.

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

-Clarify the meaning of unfamiliar jobs using pictures and use CCQs. -Ask CCQs: •Do we say an actor? (No.) •Do we say an actor? (Yes.) •Do we use a/a with one person or many people? (One.) -Elicit •a + consonant sound (a doctor, a teacher) •an + vowel sound (an actor, an engineer) -Model and drill the pronunciation of each job.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Exercise 2a -Ask students to look at Activity 2a. -Tell students “Read the sentences and complete them with the correct jobs from the list. Work individually first, then compare your answers with your partner.” -Ask ICQs. -Give students 2–3 minutes to complete the sentences individually. -Pair check -Then whole class feedback.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Guess My Job -Divide students into pairs. -Give each student a job card secretly. -Student A asks questions to guess Student B’s job. Example questions: •Do you work in a hospital? •Do you help people? •Do you work with children? •Do you wear a uniform? -Student B answers: •Yes, I do. •No, I don’t. -When Student A guesses correctly, they say: •You are a nurse! -Then Students swap roles. -Ask ICQs. -Monitor. -whole class feedback.

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

Exercise 2c -Ask students to work individually and complete the exercise by answering the questions about themselves and their parents’ jobs. -Students then mingle and ask different classmates the same questions. -They can ask follow-up questions. -Ask ICQs. -Monitor students while they are speaking and provide feedback on common errors.

Web site designed by: Nikue