New lesson plan: Jobs lesson, be ;he/she /it

Elham Mohamed Khalil

Jobs lesson, be ;he/she /it - starter level

Jobs lesson, be ;he/she /it
starter level

Description

In this lesson, ss will learn about verb to be in the present tense through guided discovery based on reading a text about jobs. The lesson starts with a game to learn some new job vocabs. .This is followed by a reading text where ss read and complete a table. finally, there is some controlled practice activities and free practice via a final role-play speaking activity.

Materials

Google images about jobs.

Google images about jobs.

Main Aims

By the end of this lesson, ss will have practised verb "to be" in sentences and questions in the context of jobs.

Subsidiary Aims

By the end of this lesson, ss will be able to practise reading for gist and for detailed information in the context of jobs.

Procedure (35-47 minutes)

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

T. tells ss that they are going to play a game in which they match the pictures of people of different jobs with pictures of their tools. T. does the first one for them as an example. T.tehn gives the MPF of new words.: meaning through pictures. Drilling (choral and individually) Practice: pg 10 ex:1A ss are asked to match the pictures but this time with the written form of words.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

First, ss read quickly to underline the jobs. Then, they read to complete the table. Ss check in pairs. WCFB

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

T. attracts ss' attention to the sentence in the first text: Ajay Kumar is a computer engineer. T. asks ss to find more examples like this.

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

T. tells ss that with jobs we must use verb"to be". T.uses the pics again to make drilling. T. uses back chain drilling. T. refers to verb "to be" in this sentence, then goes to drilling the whole sentences and finally how to form questions by inverting verb "to be" with the subject.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Ss work in groups of three to answer ex. 4A. WCFB Then they work individually to answer ex.5A. Ss check in pairs. WCFB

Free Practice (3-5 minutes) • To provide students with free practice of the target language

Role play speaking activity; One student stands in front of the class and all other ss ask him/her about his or her job. Ss continue till they find out. Are you a doctor? No, I'm not. Are you a/an .........(more suggested jobs)? - Yes, I am.