sajad sajad

Beginner level


In this lesson, students will learn about different jobs and build up on their vocabulary. Students will try to identify the jobs by looking at some pictures.They will practice questions and answers using the verb "to be" in the present simple and the negative form(He isn't...). they will practice using this new vocabulary through speaking exercises as well.


Abc HO 1.docx
Abc pic 1
Abc Pic 2.docx
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Abc pic A
Abc whiteboard
Abc Written words

Main Aims

  • To introduce and give practice in the functional language of asking and answering about jobs by doing some exercises.

Subsidiary Aims

  • To focus on forms/use of the verb "to be" in present tense and use its negative form.improve speaking skills.


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

I will check whether they can remember my name then use some sentences or questions so as to elicit my job and get them to the topic of job - You are a student and I am a......? - What's my job? [teacher] - Elicit the answer and drill

Checking their knowledge (4-6 minutes) • To provide

I will get their attention then chest the HO and give a demo in order to make it clear. Instruction: "I want you to match the jobs with pictures" - I group them - Then give them HO - They'll check their answers with their partners - After 2 or 3 min FB

clarification (9-11 minutes) • To clarify the meaning,form and pronunciation of the target language

I will show them some pictures and Ask them some questions - What's her/his job? [e.g doctor] - After that I will stick the pictures on the board - Ask them randomly different questions according to the pictures: , now, what's his job?, How about this one? How about the girl?... - After eliciting each answer I'll drill chorally and individually. - Then I stick the written form of the words that I have taught - I'll focus on problematic words and also check the meaning of similar words by asking CCQs: , I'll choose (doctor and nurse) . I'll ask: - which one gives the sick people tablets( I use realia) and help them? [nurse] - shop assistant: By showing pictures I ask : - Does a shop assistant help the people in the shop or get their money? [help] ,

Controlled Spoken Practice (6-8 minutes) • To practice target language and related questions about job

I will use the pictures which were put on the board in order to practice questions. - I'll write questions and their answers on the board: ,What's his job? He's a teacher ,What's her job? She's a doctor - Instruction: " practice these questions with your partner " - I'll demonstrate it with one student so as to make it clear - I group them and give them time

Focus on negative form (2-3 minutes) • To elicit the negative form( he/she isn't a..... )

I will show them a picutre which is zoomed then I ask: , Can you guess her job? [ maybe they will respond both doctor and nurse] - Then I show the whole picture and say: ,She is a doctor , she isn't a nurse( I elicit this sentence first, if they can't say I'll tell them)

Controlled Practice (2-3 minutes) • to provide students with a practice that leads them to guess the correct answers with less challenge

I'll give them strips of paper so as to write positive and negative sentences about themselves: - instruction: " on your paper write one + and - sentence about your job, write it individually " - ICQs:( if needed) , Are you going to write about yourself or your partner?[myself] , Are you going to write it individually or with someone?[individually]

Semi-Controlled Practice 1# (5-6 minutes) • To improve their speaking skills

Students will ask each other's job and remember each other's job as well. After getting their attentions I'll say: Instruction: " I want you to walk around and ask your friends' job, try to remember their jobs" - I'll model it by saying " what's your job?" - I'll ask some ICQs : ,Are you going to ask one friend or more?[more] ,Are you going to write anything?[No] - While I'm monitoring, I'll take some notes on a piece of paper so as to correct their mistakes later on

Semi-controlled Practice 2# (5-6 minutes) • To provide students with semi-controlled practice

Students( in their groups) will use their sentences that they have written before in order to talk about their jobs and whether they are true about them or not. - instructions: " you will be in some small groups, take out a piece of paper from the glass one by one and read it to your friends then they think if it's true about them, or false" - I'll ask ICQs: , Are you going to do the task one by one or in your groups?[one by one]

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