Lesson Plan

Teacher’s aims: Introducing students to the different types of working lives.

Extending students‟ vocabulary and knowledge on the topics: Jobs and Workplaces.

Roles
Objectives • Skills(*) Activities • Lesson Steps • Interaction Materials
Teacher & Learner

▪ Activating vocabulary.
A. Introduction
1. T shows Ss some images with pictures to elicit the - Worksheet about
B1. Expressing conceptual meaning. (S)
theme of the lesson, which Ss have to guess. If Jobs and
B4. Becoming aware and showing necessary, T will give extra clues to help Ss. All
important vocabulary is registered on the BB. (T ↔ Ss) Workplaces
understanding of the formal properties of
language. (S) 2. As soon as Ss find out the lesson will be about “Jobs Teacher – Stimulator
and Workplaces”, T makes a brainstorming on the word Students – Struggler
C1. Understanding explicitly/implicitly stated “Jobs”; Ss name some of the professions they know. (T
information. (L, R) ↔ Ss)
Architect
C2. Expressing information explicitly. (S, W) Doctor Teacher

JOBS
C10. Planning and organising information. Farmer Secretary
(W, S)
Policeman
D1. Interacting appropriately: initiating in
discourse: informing; (S); introducing a new
point or topic; (S); responding: B. Speaking and Writing Exercise
acknowledging, replying, agreeing, 1. T gives Ss a worksheet where they to match the jobs
disagreeing, etc.; (S) with the correct category in a box: services, Teacher – Stimulator
manufacturing industry, business, construction, and Students – Struggler
D2. Using linguistic resources creatively in agriculture. (T ↔ Ss)
solving communication breakdowns: using
self-repair communication strategies (S);
using collaborative strategies (requests for
assistance, checks). (S, W)
Summary:
Introducing the theme Professional Life – Jobs and Workplaces.
Extending vocabulary and doing exercises on the theme.
EXPLAINING JOBS
T gives the hand_out _job then T Ask the class ‘What’s my job?’ As students answer, make sure you write the answer on the board for future reference.

‘You are an English Teacher.’

Get them to repeat and point out the „an‟ article if it has been omitted. Ask all the students individually ‘What’s your job ?
Tell ss that they can use another questions : what do you do ? and has the same meaning as “what‟s your job ?

T start asking randomly to ss what do you do? But ss can use one of the profession from the hand_out_job given before
T shows that the answer for “what do you do “ it‟s the same as “what‟s your job” = I am a teacher. You are a student, he is a doctor :D
, when ss are done

T gives games
T gives role play
T gives a song

When T is done T gives the photocopy of the SB page 18 ss have to do section 1 T revies with ss the
Exercise and the pronunciation of this par , then SS are asked to look to section
“he isn‟t a student”

T asks ss :

Is he a student let ss answer,

No he is a Teacher
Do the same with the nurse
Write on the bb:

Is/are/ personal pronouns+_________________?

Yes, personal pronoun + IS/are ____________________
No, personal pronoun + Is / are __________________
What‟s /her,his,their, your/ job
T reviews the possessive adjectives my, your, his, her, its ours,thirs
For this part T stick on the bb different images on the bb T follow the procedure:
1.- T points and asks the job
2. T ask is/are + he/she/they + incorrect job ?
3. Ss answer depending on the correct information ex: no, he is a Doctor or yes he‟s a doctor
4. T points out to one of the sentences : What‟s her job? What‟s his job? What‟s their job ? what‟s your job
END OF THE LESSON