Lesson script
3rd educational stage (III.0), English
Grade:
2Content area:
Developing learning strategies and student autonomy in foreign language classesDetailed requirements:
Student (12) uses communication strategies (e.g.guessing the meaning of words from the context, understanding a text containing unknown words and phrases) and compensation strategies (e.g. describing, paraphrasing) if they do not know or remember a word.
Topic
: JobsDuration
: 45 minutesDetailed goals regarding the range of information
Student:
● Knows the names of popular jobs/professions.
● Knows the characteristic features of different jobs/professions.
Detailed goals regarding the range of skills
Student:
● Can apply a compensation strategy (description);
● Can use defining relative clauses;
● Can understand simple audio descriptions;
● Can talk about jobs/professions.
Detailed goals regarding attitudes
Student:
● Becomes familiar with different professional paths.
● Learns to appreciate the role of different professions in the society.
● Is encouraged to think about their future job.
Methods
Elicitation; multiple matching; listening for specific information; note taking;
compensation strategy; personalisation; whole class, small groups, pairwork, individual work.
Interaction forms and venue
Interaction forms: whole class, small groups, pairs, individual work.
Classes are to be held in the classroom.
Materials and teaching aids
Chart for every student; audio recording; computer; multimedia projector; board.
Multimedia resources
● Audio recording: Job descriptions
● Chart: Jobs
Lesson plan/procedure
1 Warm-up – introducing the topic of the lesson Interaction forms: whole class
Duration: 6 minutes
To introduce the topic of the lesson (jobs) the teacher plays Hangman with students.
He/She puts on the board a row of dashes (each represents one letter) and tells the students that it’s a name of a job/profession. Students’ task is to suggest a letter which occurs in the word (then the teacher writes it in all its correct positions). If the suggested letter does not occur in the word, the teacher draws one element of a hanged man stick figure on the board.
Possible words to use: architect, engineer, taxi driver.
2 Main stage
2.1. Introduction of the target language – audio recording Interaction forms: individual, whole class
Duration: 12 minutes
The teacher tells the students that they will now listen to a few job descriptions.
Students’ task is to (i) decide if a sentence is true or false, then (ii) provide the correct definition.
The teacher distributes Supporting Material 1 to each student.
The recording is played twice. First, the students should simply decide whether the job description/definition is true or false.
While playing the recording for the second time, the teacher should make a pause after each sentence, because the students are supposed to record on their worksheets correct definitions. If the definition is true, the students should simply write it down in the space provided. If the definition is false, they should find the job that fits the description and write the correct definition next to it.
The teacher elicits both the answers and correct definitions in open class.
Note: These examples of defining relative clauses will help the students with the later activities.
Answers: 1 false (mechanic), 2 true, 3 false (scientist), 4 false (cook), 5 true, 6 false (actor/actress), 7 false (waiter/waitress), 8 true
2.2. Target language consolidation and practice – compensation strategy/defining
Interaction forms: pairs Duration: 12 minutes
At this stage, the students are given charts illustrating selected professions. The teacher goes over the jobs featured in the chart in open class, modelling the proper pronunciation, for the students to repeat.
In this activity, the students work in pairs. They have to describe a chosen job without using its name. They should use the defining relative clauses, beginning with: It’s a person who (works in) ... It’s a person who can ...
They take it in turns to define the different jobs for the other student to guess.
At first, they choose the jobs from the chart, but in stronger classes the activity can be extended and the students can come up with more jobs, not featured on the chart (e.g. teacher, soldier, doctor, travel agent, bank clerk, etc.).
The teacher monitors and checks that the students use the defining relative clauses correctly.
2.3. Consolidation of the target language – personalisation Interaction forms: small groups
Duration: 10 minutes
The students work in small groups of 3 or 4. The teacher asks them to talk about the professions of their parents/grandparents/other relatives. What dothey need to do in their job? What are the qualities needed to perform these jobs successfully? The students are encouraged to give as much information as possible and talk about a number of family members (not just one or two). The teacher can supply the students with some more useful words and phrases, e.g. To do this job you need to be (brave/strong). This job requires (physical strength). It involves (working long hours).
The teacher monitors and helps with vocabulary, if necessary.
In stronger classes, if the students enjoyed the previous stage of the lesson (and time allows), this activity can be changed into a guessing game: Who is s/he? One student describes their parent’s/grandparent’s job (without mentioning its name) and the other students in the group have to guess what this job is.
3 Closing stage
Interaction forms: whole class Duration: 5 minutes
The teacher asks the students if there are any professions they like or admire? Why?
Do they already know what job they would like to perform in the future? Was this job mentioned in the lesson?
Jobs
Supporting Material 1
Listen to the recording and (i) decide if the job descriptions you hear are true or false, then (ii) write down the correct description of each job.
TRUE FALSE
1. actor/actress
An actor/actress is a person who _________________________________________________
2. pilot
A pilot is a person who _________________________________________________________
3. mechanic
A mechanic is a person who _____________________________________________________
4. waitress
A waitress is a person who ______________________________________________________
5. nurse
A nurse is a person who ________________________________________________________
6. scientist
A scientist is a person who ______________________________________________________
7. cook
A cook is a person who _________________________________________________________
8. vet
A vet is a person who __________________________________________________________
