Jobs lessonVocabulary/A Good Job!
Elementary  A1 level
Description
Materials
Main Aims

To provide clarification and practice of jobs in the context of daily life
Subsidiary Aims

To provide specific information listening practice using a text about jobs in the context of daily life
Procedure (4565 minutes)
T shows a picture of herself teaching. T asks "What is my job? What do I do?" and elicits the word "teacher" /the phrase" You're a teacher." T rephrases "I'm a teacher and I teach English. I like teaching English." T shows the questions: "What's your job? What do you do? Which jobs do you like?" T gives instructions: "Talk with your pair. Learn about your friend. Discuss your job and what you do." T asks ICQs "Are we talking or writing?" T sets the time limit for discussion "You have 2 minutes." T monitors and listens to their conversations closely and takes notes if necessary. T asks a student "What's your friend's/his/her job? What does she do?" T doesn't make corrections unless there's a mistake with the necessary vocab. T encourages SS to speak. T concept checks (possible responses and possible CCQs: student> Does she study in a hotel or in a school? Does she earn money? , midwife>Does she work with men or women? Does she work with babies or kittens (elicit w miming)?, technician> Kübra "Do you work with machines?" T drills : ss repeat chorally, in groups and individually. T writes the relevant vocab on the board and shows stress.
T tells students to stand up T arranges the seating T divides the class into two teams. "You are Team A and you are Team B" T numbers the ss : "You are number 1, number 2...." T sticks/shows some pictures on the board. (nurse, dentist..etc) T distributes the job cutouts to Team A and Team B. T gives instructions: "Stop. Look at the pictures. Read the words quickly." T waits for students to go over the cutouts. T continues giving instructions and models: "Now, match words with pictures. Be quick, be fast and finish the game! Ready, steady, go!" The first team who matches the jobs with pictures win. T monitors during the game. T ends the game when all words are pinned on the board. T praises enthusiastically T asks teams to check each others' answers. T praises the students. T instructs students to sit.
T shows the pictures on the board and goes over the vocab. T asks CCQs if necessary. Possible CCQs: architect>Does he draw or sing? Where does he work? nurse> Where does she work? Is she a doctor? pilot> Does he drive a bus or fly a plane? dentist>Does he work with your teeth or eyes? receptionist>Where does she work? Does she greet customers (might need to remind greetingsfarewells), taxi driver>Does he drive a yellow car or a yellow bus? hairdresser> Does she work with men or women? (barber could be elicited) journalist>Where does she work? Does she write? accountant>Does he know mathematics? Does he work with money? T comes to the lawyer at the end and elicits "law firm": Where does he work?  If Ss don't say "law firm", and say "court" T asks "Where is his office?" T might need to explain what law is " if you kill a person, you go to jail. This is a law. If you smoke cigarettes in the classroom, you pay money. This is a law." T drills chorally, in groups and individually T praises T writes the words, word class and & marks the stress.
T pairs Ss T shows the worksheet. T instructs "Talk with your friend. Complete the sentences with a job. You have 3 minutes." ICQs: Are you listening or speaking? Are you writing? T distributes 1 worksheet for 1 pair. Students discuss. T monitors closely and takes notes. T shakes the maracas to indicate time's up. T gives instructions: "Now listen and check your answers" T monitors from a distance while Ss listen and check. T gives instructions: "Check your answers" T monitors while they're working. T asks students to individually read one sentence out loud. T uses their names and praises.
T regroups the students to change pairs: 1,2,1,2... T instructs: "number ones, sit here. number twos, sit here" T pairs students "You work with your friend" T shows the activity on the board. T gives instructions: "Talk with your friend. Find the job. Complete the sentences. Number 1, number 2..You have 2 minutes." T gives 1 worksheet for 1 pair. ICQ: Are we listening or talking? Are we writing? T monitors closely T shakes the maracas when time's up T gives instructions "Now listen and check your answers." T monitors from a distance. T gives instructions: "Check your answers. You have 1 minute." T monitors closely T gets whole class choral feedback T drills T writes the word in the gap and marks the stress. T praises
T pairs the students T models the conversation. And takes notes. T says: I am a reporter and you are a VIP. I am a reporter. I work in Times magazine and I want to write about you. "What's your ......'s name? How old is he/she? Where does he/she come from? What does he/she do? Where does he/she work?What does he/she do in his free time?" T reads what she wrote. T reflects questions on the board. T instructs the students and distributes roles: "You are a reporter. You are a VIP. Ask your friend about his/her family, and their jobs. Write down the answers." (Kadriye and Kübra are reporters if possible) ICQs: Reporters, raise your hands. Reporters, are we listening or speaking? Reporters, are we writing? VIPs, raise your hands. VIPs, are we writing or speaking? T instructs: You have 5 minutes. T monitors closely T mixes pairs if ss finish early. T shakes maracas when time's up. T instructs pairs to compare their answers. T asks: "Reporters, who wants to read?" T praises
T gives instructions: "Watch me. Who am I? What's my job?" T starts miming "nurse" T praises ss T asks 1 s to come up on stage S picks a word (job) Ss play charades T monitors and praises