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Articles, a/an with jobs
Elementary level


In this lesson, students learn about the indefinite articles in the context of jobs. this lesson starts with asking ss about the jobs and followed by making them write a short paragraph about themselves. Finally there is some freer practice via a final role-play.


Abc laptop
Abc pictures
Abc Recording
Abc WB
Abc markers
Abc Cards
Abc © Cutting edge elementary book, p.120,121

Main Aims

  • To provide clarification, review and practice of a/an indefinite articles in the context of jobs

Subsidiary Aims

  • To provide process and product writing practice of a paragraph in the context of personal information


GTKY (Five Fingers) (5-6 minutes) • to generate great rapport with all in the classroom.

On the whiteboard, teacher draws round his/her hand. For each finger teacher writes down information about interests or alike," 25, Angham, Dubai, Friends, Reading". Then, makes students ask the teacher Yes/No questions about the information on the board. After demonstrating, get students to trace round their hand and then include information about themselves. Get students to share information about themselves and get them to ask and answer questions.

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

Ask the students "What's my job", they'll probably say "teacher". so, the teacher says 'I'm a teacher" and write the sentences on the board with writing a/an with a different color. Hold up other 2 pictures of a doctor and an engineer and ask the students about them. and write the sentences on the board with writing a/an with different color.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

1- put on the floor some different pictures of jobs and cards with the jobs names and ask the students to match the pictures with their titles. while monitoring make sure that they're on the right track. 2-After matching, make every students hold up one or two pictures with their title and ask the class what's his/her job? and write the sentences on the board with writing a/an with a different color.

Clarification (10-15 minutes) • To clarify the meaning, pronunciation and form of the target language

*(Meaning): 1- ask the students "what do you think the meaning of highlighted a/an?" in the previous examples on the board. 2- elicit the meaning of the articles that they mean just one thing using the body language and the pictures. ask a ccq: so an actor means one actor or more than one? *(pronunciation): drill 4 sentences: - he's a police officer, she's a nurse ,he's an engineer , she's an actress. Mentioning how to pronounce the sentence with the linking. *(form): 1- ask the students why do you think i write "a" before doctor and "an" before engineer and start to elicit the difference between them by mentioning the difference between vowels and consonants. 2- ask the students what's the kind of the word that comes after the indefinite articles,(verbs or nouns). 3- ask ccqs: -do we use an before consonants? - what we use before consonant? - do we use a/an before verbs or nouns?

Semi-controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

*Set the task: ask the students to write four sentences about themselves and their family using a/an, but they have to write three truths and one lie and demonstrate for them with an example, 'I'm a teacher, My father's a painter, My mother's a singer and my brother's an engineer and let them guess what's the lie. *Do the task: students stars to write their sentences *work in pairs: students check their answer in pairs and guess where's the lie.Teacher monitors and gives help. *Feedback: ask them any interesting information have you known about your friend and start to correct mistakes.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Set the task: give the students HO1 (page 12) and ask them to write a short paragraph about themselves as in exercise 2. Do the task: students starts to write alone about themselves. Teacher monitors and gives help if needed. check in pairs: students check their answer in pairs. Feedback: Teacher praises any good uses of target language and correct mistakes.

Follow up activity (6-7 minutes) • to make sure that the learners get the TL

Set the task: 1- hold up a picture without letting them see who's in the picture and tell them three sentences about him ,he's a man. he's an Egyptian actor. He's 60 or 70 years old. (Adel Emam). Do the task: give the students pictures of famous people and ask them to work in pairs. Teacher monitors and gives help. Feedback: correct the mistakes.

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