Upper Secondary 3 level
To provide reading skills practice in the context of jobs.
To provide clarification and practice of job lexis in the context of jobs.
To provide fluency and accuracy speaking practice in a role play situation.
Procedure (75-99 minutes)
The lesson starts with a quiz 'Who am I?'. Ss are put in groups. Tr. gives clues on different kinds of jobs. For example: I wear a white coat. I take care of your teeth. Who am I? Ans: Dentist. After the quiz, Ss make their own clues in pairs based on jobs and quiz each other on the same.
Words: adventure, archaeologist, career, clue, consider, explore, job, office, passion, profession, study, take risks, train, work Task 1: To introduce the new words from the passage, Ss are given cards with the words and meanings. Ss match the words to the meanings in pairs. Ss peer check their answers. The answers are displayed on the IWB. Ss are given a HO with the words and meanings. Task 2: Ss listen to sentences with words from task 1. The sentences are also displayed on the IWB. The words and sentences are orally drilled. The differences between job, career, work and profession are checked with the help of CCQs. For example: What is the difference between job and work? Which is long term -job or career? Which is easier to change: job or career? What word would you use to describe the things you do at your job? What word would you use to describe a job that requires special training?
Ss look at the picture on page 26-27. They are instructed to use the picture and words from the previous task to make a story of their own in pairs. Ss share their stories with the class.
Tr gives Ss HO with the passage. Ss are given 30 secs to read through the passage and compare it with their story in pairs. They are to discuss what is same and diffferent about the two stories.
Ss are instructed to read the passage and complete it with words from the previous tasks. Ss are asked to work alone to complete this task. Once Ss complete the task, PC is done and the answers are displayed on the IWB. Tr. monitors while Ss complete the task and delayed error correction is done during whole class feedback.
Ss are instructed to discuss the following questions in pairs. 1. What makes Guillermo's job unusual? 2. What parts of his job aren't unusual? 3. Would you like to have his job? Why or why not?
Ss are given a HO with jumbled questions. They are asked to rearrange the questions based on the text in pairs. Ss peer check and then whole class feed back is done. Ss are then asked to write three questions on their own. Tr. monitors and immediate error correction is done if required. Ss then swap the HO. Ss are instructed to use the questions to role play. Ss work in pairs. One S acts as Guillermo and the other as a reporter / interviewer. The interviewer writes the answer behind the HO. Ss are encouraged to present their role play in class.
Ss are instructed to work alone and use the answers from the role play to write a biography on Guillermo. They are instructed to write in a paragraph.