Giacomo Sabattini Giacomo Sabattini

Indefinite Articles (a/an) + jobs
Beginners (A1) level




Main Aims

  • To provide practice of jobs vocabulary in the context of daily life and famous people

Subsidiary Aims

  • To provide clarification of indefinite articles (a/an) in the context of jobs


Warmer (10 minutes) • To draw Ss' attention and engage them

Write this actions on WB: Stand up. Sit down. Run. Stop. Turn around. Jump. Hands up. T says each of given instruction and does the action with Ss. Ss have to say and do actions by their own while T points instructions on WB. Ask Ss to write their names on a piece of paper. Write the initial letter of each S's name. Play a game for the given instruction. The first S who does the action correctly gets one point. Write the lyrics of "Hello song" on WB. Rewrite lyrics with two colours (question and answer). Hello, how are you today? I am fine thank you, how about you? I am fine thanks. Ask Ss to ask each other questions as written on WB.

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

Show Ss the Fast Workers video. Ask Ss to work in pairs and discuss what people do in the video. [Give a red card to Ss speaking in their L1, the S who gets the red card can give it to another S when s/he speaks in L1] Elicit: They work, They do different jobs. Elicit from Ss and write "work" and "jobs" on WB. Clarification WC: work is a verb. Job is a noun, jobs is the plural for job.

Presentation (jobs and pictures) (10 minutes) • To clarify the meaning of the TL

Divide the class into groups. Ask each group to associate the pictures with the correct vocabulary (Vocab Game + Strips). Show Ss Job Pictures and elicit the correct name for each job. Write the answers on the back of each paper. T sticks papers on WB (facing the picture). Play Recording 1.9, T points at the correct picture when is mentioned. As feedback nominate Ss to come to the WB and say the name of a job by their choice, they can turn the chosen picture around to check and stick it again facing the name of the job if correct.

Presentation (pronunciation) (5 minutes) • To clarify the pronunciation of the TL

T says a word on WB and asks Ss where is the stress. Choral drilling for each vocabulary. Ss go to WB, one by one, to put the stress upon the word.

Presentation (form of vocabulary + indefinite articles) (8 minutes) • To clarify the form of the TL and indefinite articles (a/an)

Ask to look at the vocabulary on WB. T turns around the papers (facing pictures again). For each pictures T writes the initial letter. Elicit the correct form and ask Ss to come on WB and write. Show Ss we use articles in front of nouns. Write with different colours and elicit the correct article for each job (a/an). Write the following rule and let Ss complete it: xx + vowels (a,e,i,o,u). x + other letters.

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

T writes the following conversations on the board (different colours): What's his job? He's an actor. What's her job? She's an actress. Focus Ss attention on his/her he/she. Ask Ss to work in pairs and ask each other questions about the pictures on the board.

Semi-Controlled Practice (10 minutes) • To concept check further and prepare students for free practice

Ask each S to grab a picture from WB. Ss mingle asking each other "What's your job?" Ask Ss to go back to their seats and elicit some answers.

Wrap-up game (5 minutes) • To test Ss' ability in remebering the TL

Erase the WB and ask Ss to give T back all the materials. Ss have to write as many jobs as they remember without looking at their notebooks. The S who writes more jobs wins the game.

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