Lamis Jamil Lamis Jamil

TP-1: Emergency Workers
Beginner level


In this lesson, students are introduced to expressing themselves in the job field. With the introduction of the verb "to be", students learn to state their profession and can also interrogate their peers about jobs. After a series of oral and written drilling exercises, a role-play activity puts all what has been taught into practice.


Abc HO-Emergency workers
Abc Activity playcards-"What do you do?"

Main Aims

  • By the end of my lesson, learners will be better able to: - To introduce and give practice in the functional language of asking and answering about jobs; -To focus on the forms/use of the verb "to be" in present tense.

Subsidiary Aims

  • - To be able to communicate effectively about oneself in terms of name, place of origin, job, and phone number.
  • - To understand the context of the verb "to be", and using its contractions.
  • - To practice using jobs' vocabulary in speaking and writing.
  • - To introduce the two basic job inquiry phrases.


Warmer/Lead-in (5-7 minutes) • Introducing "What is your job?- What do you do?"

Teacher will: - initially, before the class, write name, date, and lesson plan on the board. Lesson plan should state: 1. Asking and answering about jobs 2. Using the verb "to be" and a side column should have the verb "to be" conjugated with its contractions (in a different color) to stay for the length of the period. I am (I'm) You are (You're) He/She/It is (He's/she's/it's) We are (We're) They are (They're) - when class is ready, greet the class. T: "Hello, my name is...?" (Points to own self while eye-contacting a random student, preferably at a central location) S: "Lamis." T: "What's your name?" S: "XXXXXX." T: "Nice to meet you. Where are you from?" S: "I'm from XXXXXX." T: "I'm from Lebanon. Where do I work? What do I do?" S: "You teach." T: "What's my job?" S: "You're a teacher." T: "What do you do?" S: "I XXXXXX." T: "What's your job?" S: "I'm a XXXXXX." - Teacher will ask 5 other students randomly "What is your job? What do you do?"

Working with the verb "to be" - verbal and visual practice (2-4 minutes) • To verbally drill the "to be" conjugations

Teacher will: -select students randomly, asking about their jobs, and indicating to the whole class, loudly and clearly, phrases such as: She is a XXXXXX. He is a XXXXXX. They're XXXXXX. I am a teacher. She (looking at a CELTA student) is a teacher. We're teachers. You are a XXXXXX." - students will be guided to look at the conjugation column of the verb "to be" on the board for extra emphasis.

Working with the verb "to be" - written practice (10-12 minutes) • To drill the verb "to be" in written context

Teacher will: - handout the HO-Emergency Workers - will ask the students to fold the page in half longitudinally - will indicate the conjugation reference box at the top right corner of the page. - will ask students to complete Grammar ex. 1 in pairs - will monitor - will indicate that contractions are used for informal purposes, for example while speaking. After about 5min, teacher will: - ask specific students to answer - write the contracted form on the board - will repeat the whole phrase aloud once - will ask the whole class to repeat the whole phrase once Teacher will then dedicate the next 5 minutes to completing Grammar ex. 2 in a similar way. While students are solving, teacher writes a certain number of jobs on a column on the board, in preparation for the next exercise - the number of jobs to be discussed depends on the number of attendees.

Matching the occupation to its corresponding description (15-20 minutes) • To express understanding of the job occupation and its characteristics; to mingle

- There will be two bowls, one with job cards and the other with job description cards - Half the students will select jobs, while the other half will select job descriptions. Teacher will: - with the help of two strong students, demo the selection of a card from each bowl, demo the matching experience of finding a job and its job description. -while demo-ing, give direct, clear instructions: "Select a job card. Write your phone number on the back. Select a job description card. Read the card. It is the description of a job. Look at the WB. There is a list of jobs. Write down the correct job. Everybody stand up. Find the person who has this job and give him/her your card. Use the question" What is your job? What do you do?" " - monitor the activity and students' use of English in jobs, job descriptions, and the verb "to be"

Wrap-up (1-2 minutes) • To combine understanding of personal communication about greetings, names, jobs, phone numbers

Teacher will: - draw a table on the WB, with four columns, entitled: "My name is, I am from, I'm a My phone number is" - choose to write one job occupations on the WB - ask the students who has this occupations to come to the WB and fill in his/her corresponding information. - whole class will observe the culmination effect of all of what they have learned. - if there is time, more verbal practice will be done while students are in their seats, practicing the verb "to be" in its tenses- "What is your job? He is a XXXXXX. You are a XXXXXX."

Web site designed by: Nikue