zainab zainab

Personal Information and Jobs
Flyers level

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of sentence structures in the context of personal information and jobs.
  • To provide clarification and practice of vocabulary in the context of personal information and jobs.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in the context of personal information and jobs.

Procedure

Lead-in (7-8 minutes) • To activate students' schemata and check students previous knowledge.

The game 'back to the board' is played. Four chairs are kept in front of the board and teacher divides the class into 4 groups and sets instructions. A member from each group will sit on the chair in front of the board, such that their backs face the board. Teacher will write a word on the board and students will give clues to their group member who is sitting on the chair. The student who guesses the word first will get a point. Teacher sets a few rules : Students need to give clues in English only and cannot say the word that is written on the board. Students sitting on the chairs cannot look at the board. ICQs (Instruction setting questions) Can you speak in any language? No Who will guess the word? The student sitting on the chair Can those sitting on the chair look at the board? No Teacher writes the following words on the board, one at a time. Doctor Pilot Nurse Teacher Bus driver Farmer Plumber Actor Hairdresser Teacher nominates students from each group after every round. If none of the students guess a word, then teacher explains the word and shows a picture of the occupation.

Vocabulary Clarification (12-15 minutes) • To clarify vocabulary

Vocabulary: fireman, actor, cook, mechanic, policeman, businessman/woman, engineer, office, factory, known, lived, forget, remember, married, single, had Teacher uses flashcards and pictures to clarify the meaning of the following words. fireman, actor, cook, mechanic, policeman, engineer, factory, office Teacher divides students into groups of 4 (5 groups) Each group is given a set of words and pictures. Teacher instructs students to match the words to the pictures. Students are given 5 minutes to complete the task. Teacher monitors the students and checks if they have matched the pictures to the correct words. Once the task is completed whole class feedback is done. Teacher displays the words and the pictures on the board. Students repeat the words after the teacher. businessman/woman: Teacher says: My dad and mom have a big shop and they sell clothes. He's a businessman and she is a businesswoman. A picture of the same is shown to the students., The flashcard of the words is displayed on the board and students are encouraged to say the words a few times. Teacher highlights the spelling of the word and makes students aware that the spelling and pronunciation of the words are not similar. married, single - Teacher shows students her wedding ring and says that she is married. Teacher points to the students and says you are single, not married. Flashcards of the words are displayed and students say the repeat the words a couple of times. remember / forget: Teacher questions students - Have you all brought your books? If most students have got their books, teacher says 'very good, most of you usually remember to get your books', teacher writes the word remember on the board. Teacher says 'the opposite of remember is to forget' Teacher writes the word 'forget' on the board. Students are encouraged to say the words a few times. had - Teacher shows students a picture of a pup and says,"I had a pet dog, his name was Rocky". Teacher draws a time line to show that had is the past tense of the verb to have. known - Teacher shows a picture of a famous Vietnamese actor - Dustin Nguyen and questions students " Do you know this actor?" , "What's his name?" Teacher writes the word 'know' on the board and explains that to know means to recognize someone or to be able to give some information about a person, place or thing. Teacher gives an example sentence : Do you know the way to your class? Teacher writes word 'known' and tries to elicit the difference between 'know' and 'known' from the students - Sue and Ann have known each other since 2003. Teacher questions students - Do Sue and Ann know each other? Yes Did they know each other in the past? Yes Do they still know each other? Yes Teacher draws a time line to further clarify the meaning of the 'known'. lived - Teacher writes a sentence on the board - I lived in Dubai for ten years. Teacher highlights the word 'lived' as says, "lived means to stay in a place." CCQs Does this sentence tell you about the present? No Does this sentence tell you about the past? Yes A quick oral drill of all the words is done.

Controlled Speaking Practice (8-10 minutes) • To review vocabulary

Teacher divides the class into 4 groups (A,B,C,D) and gives each group 4 words that they discussed in the previous stage of the lesson. Each group is instructed to make clues for the words they have. The students get 5 minutes to prepare the clues. The groups then question each other and the 2 groups that give the maximum number of correct meanings of the clues are winners.

Less Controlled Speaking Practice (6-8 minutes) • To provide fluency speaking practice of lexis based on personal information and jobs and to provide lead-in for language input.

A PowerPoint is used in this stage of the lesson. Teacher puts students in pairs,and instructions are displayed on the PPT. Students are to make 2 to 3 sentences based on their personal information and share it with their partner. 1.They are to make sentences using the words displayed on the slide 2. They need to give information about where they live and what their parents do and their sentences should start with I have lived...... My dad's been a ____ or My mum's been a My parents have been married...... Teacher models the sentences to clarify instructions for the students I have lived here for 2 years. My dad's been a businessman for 20 years. My parent's have been married for 50 years. Teacher instructs students to start the task. Students are given two minutes to complete the task. Teacher monitors them and makes a note of any errors made by the students. Once the task is completed students are asked to share what their partner's information with the class. Hence, teacher encourages them to start the sentences with: He/ She has lived here.... His/ Her parents have been married ... Delayed error correction is done if required. Teacher writes the incorrect sentences on the board and asks students to correct them.

Language Input (8-10 minutes) • To provide clarification of language used to talk about the duration of situation and activities in the context of giving personal information.

Teacher encourages students to repeat a few sentences from the previous task and writes the sentences on the board. He/She has lived here for ten years. His/Her dad's been a doctor for 20 years. His/Her parents have been married for 15 years. Teacher explains that these sentences tell us about things that have started in the past and have not changed in the present. Teacher asks students to look at the first sentence- He/She has lived here for ten years. Does this sentence tell us about the past? Yes Does he or she still live here? Yes Teacher asks students to read the next 2 sentences. His/Her dad's been a doctor for 20 years. His/Her parents have been married for 15 years. Is his/her dad still a doctor? Yes Are his or her parents still married? Yes Teacher draws a time line to further clarify the target language. Teacher reads the sentences and students repeat the sentences after her twice and then they read the sentences on their own. Teacher makes students aware of the contraction in the second sentence (My dad's been = My dad has been) Teacher writes the following on the board and asks students to complete the sentences. ______________ have lived here for ten years. Teacher elicits I/You/They/We from the students. Teacher asks students to make a question with the above sentence - I have lived here for ten years. -How long have you lived here? Teacher asks students to think of other answers they could use to answer the question. Teacher prompts them to use 'forgotten'. - I've forgotten. Teacher further asks students to think of a question which would give the answer - I've forgotten. Teacher prompts students to use 'remember'. Can you remember? I've forgotten. Teacher drills the above sentences orally.

Freer Speaking Practice (8-10 minutes) • To provide fluency and accuracy speaking practice in a conversation based on personal information and describing people.

Teacher puts students in pairs. The vocabulary and sentence structure are displayed on the PowerPoint. Teacher sets instructions. Each pair is given a picture of a superhero. They are to give a short description of 4 to 5 lines on the superhero using the vocabulary and sentence structure displayed on the PowerPoint. Teacher models the task and displays the example on the PowerPoint. Students are given 5 - 6 minutes to complete the task. ICQs 1. Are you working alone or in pairs? In pairs 2. Will you describe your superhero? Yes 3. How long will you take to complete the task? 5-6 minutes Teacher monitors the students as they set to do the task. Teacher notes down the common errors made by the students and also provides immediate error correction if needed. Once the task is completed, students are encouraged to share the details of their super hero with the class. Delayed Error Correction - Teacher writes the incorrect sentences on the board and asks students to correct the incorrect sentences.

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