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Jobs - Productive Skills
Elementary level


In this lesson, students will learn 9 vocabularies for jobs (dentist, doctor, actor, teacher, model, vet, taxi driver, cleaner, chef) and the structures: "What do you do?" "I'm a.." "I work in.." Students will learn words for jobs before engaging in activities to practice their new knowledge. Learners will also talk about a place of work and their own work using the structures presented earlier. The games and activities in this lesson plan aim to teach vocabularies and help them speak more in English.


Abc Flashcards

Main Aims

  • Encouraging them to speak and use correct structures, not individual words. In addition to focusing on improving students’ communicative skills, interaction, fluency, pronunciation, and practice.

Subsidiary Aims

  • To develop oral fluency and communication. To express oneself reasonably, accurately and without hesitation.


Warmer/Lead-in (9-10 minutes) • To set lesson context and engage students

T greets the students and chat a bit to welcome them. T will present the target language via slides which include the new vocabularies. Ss will listen to the audios and learn both the orthographic and phonetic writing of the words. Ss will repeat the words without seeing the written form. T will remind them of the structure of asking about someone's job so that they can use it in their speech.

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

T starts giving instructions: - check the link in the chat box T opens the link and show ss how to use the activity before going to breakout rooms. - go to breakout rooms - work in pairs of two (or three, depends on the number of ss) - check your answers. T & Ss will have a feedback when they finish.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

T will present the activity and explain how to do it. T will assign Ss accordingly and try to monitor the speaking activity, yet will try to give them enough space to freely talk. First, T will show ss job pictures and ask the selected two ss to choose their job. Then T will set the timer for the questions (2min for the first student and 2min for the second). Three ss will be the ones to ask questions and two will be the ones to answer. all questions are job-related questions where the 3 ss will try hard to guess the nature of both jobs. T will keep silent and observe the ss.

Productive Task(s) (10-13 minutes) • To provide an opportunity to practice target productive skills

Ss will have at least 4 flashcards to guess what happened to the people in the pictures. They will tell where or to who they should go in such cases. They will depend on their knowledge of the target language.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

in the lesson, T have already avoided immediate feedback or correction so that the ss have the time to think to maintain the flow of communication. on this part, T will give a positive feedback for their good participation. T will try to highlight the common errors mentioned by the ss throughout the lesson whether they were grammar or pronunciation errors. T will encourage ss to speak more and use the knowledge they are earning in each lesson. T will listen to ss suggestions and answer their questions.

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