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A/An with Jobs
Elementary level


In this lesson students revise the indefinite article with jobs through speaking. I'm teaching the indefinite article because students have some problems using it. Some don't know how to use 'A' or 'AN' appropriately and others simple don't use it at all with jobs, probably because in their L1 jobs are not referred to with articles. In this lesson, I'll try to reinforce their knowledge of this grammar point, give them practice on how to use it and raise their awareness of the need to use it with jobs in English.The lesson starts with students identifying different jobs shown on flash cards on the IWB. Then the teacher clarifies the form, the meaning and pronunciation of 'A/AN'. After that students will have some controlled practice in an speaking activity (chained sentences) to give students thorough practice on the use of the articles and jobs. This activity will be followed by a pair-work activity where students will have a set of job cut outs pictures put up side down on the desks; in turns, students pick one picture and describe the job for the colleague to guess. Finally, students will do a mingle activity where they will ask each other about names and jobs. They will go round asking each other personal questions about these pieces of information and noting answers down. At the end of this task, students report to the class about their colleagues' jobs. For this task, I will correct students' answers as they report, where extremely necessary. As for the previous tasks, I will help and correct students as they do the activity.


Abc Cut outs (pictures of jobs)

Main Aims

  • To provide revision of the indefinite article in the context of jobs, through speaking.

Subsidiary Aims

  • To provide speaking practice for accuracy in the context of vocabulary


Warmer (3-6 minutes) • To give students an interesting way of filling their time while late comers arrive.

Teacher asks students to line up and dictates a number to the last person in the cue who has to then whisper to the person in front of him/her until it gets to the first person in the cue who will then write on the board the number in words. Run this as a competition.

Exposure (8-10 minutes) • To provide context for the target language through reference on related vocabulary.

T shows ss different pictures of jobs and elicits the jobs. These will be shown on the IWB which will then show the actual job name for ss to see spelling. Where ss don't know the job, the T will show the name and then say it aloud for ss to learn how to pronounce it.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T tells ss what her job is emphasizing the indefinite article. Then she asks ss what her job is. T writes her sentence on the board and highlights the article. T writes the same sentence without the article and elicits the difference between them.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T highlight the articles and the words right after them and explains to students that the indefinite article takes the form of 'a' or 'an' depending on the initial letter of the collocated word. T gives more examples to reinforce the form. Teacher reads out the sentence about her job and ten asks students: how many teachers? Then she explains the meaning of the indefinite article in this context. After that, she writes on the board 'there's a teachers in the room.' and asks ss whether the sentence is ok or not, to reinforce the understanding of the meaning of the indefinite article in this context. T explains that 'a/an' become weak vowels when inserted in sentences. Then she demonstrates wrong pronunciation. After that T plays a recording to drill the correct pronunciation of the indefinite article.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

T says 'In this room, there's a teacher'; then she prompts the students next to her to continue the sentence by repeating the previous job and add one more and this goes on until all students have spoken.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

T organizes ss in groups of 4 and gives them a hand out with pictures of jobs and asks ss to work out the jobs with the aid of dictionaries. The T gives them a set of the same pictures but cut outs now, placed up side down on the desks and asks ss to take turns and pick one at the time, describe it so that the colleagues can guess. Ss should say the job using the correct ''. This task will give ss fluency practice.

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

T asks ss to say what their job are and ask the colleague what their job are. Students have to say their jobs with the correct indefinite article.

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