Joseph Scott Joseph Scott

Joseph Scott, TP 8.
Elementary. level

Description

In this lesson students will clarify and review vocabulary related to work/jobs. T will elicit TL with visual aids, clarify form before having Ss use the TL practically for the first time. Two listening tasks will then test Ss comprehension of the TL and its wider context, preparing them to produce their own statements and sentences using the TL in a personalised context.

Materials

Abc Board/Group cards.
Abc Gap fill HO
Abc Picture HO.

Main Aims

  • To provide clarification and review of vocabulary related to jobs and the world of work.

Subsidiary Aims

  • To provide practice of listening for inference by guessing speakers jobs based on their use of related lexis.

Procedure

Warmer/Lead-in (3-4 minutes) • To engage Ss and set context.

T will engage Ss in conversation using the TL from the grammar lesson to set the context of jobs and working life. In the process any familiar terms will be elicited to help Ss understand the lessons aims.

Clarification of form. (5-8 minutes) • To familiarise Ss with TL and ensure they know the correct sentence structure and form in which to use it.

Ss will complete a matching exercise to associate vocabulary related to working life with photos of people in the corresponding jobs. T will then clarify the correct form in which the TL is used, in particular the correct use of the articles A and An.

Controlled practice/word association. (6-8 minutes) • To provide controlled practice to put the TL into a deeper context.

Ss are put into 3 groups and given team names, Chef, Farmer & Nurse. They are each given a set of various terms that could be related to these job titles. They will discuss in their groups which terms are relevant to them and members of each team will place them in the corresponding columns on the board. Again, any other related terms the Ss can name can be written on WB along with FB.

Semi-controlled practice/Listening task. (5-8 minutes) • To provide Ss with a chance to test their comprehension of TL with a gap-fill exercise.

Ss are given a HO with a set of sentences with gaps that they must fill from a list of words provided. These refer to the nature of the jobs described without naming the jobs themselves so will be more challenging. Ss will compare their answers in pairs before listening to a track of the sentences being read out with the correct terms used to allow Ss to check their answers themselves.

Freer practice. (5-8 minutes) • To allow Ss to practice and personalise the TL without strict guidelines.

T puts a sample sentence on the board, "My cousin John is a musician," and asks Ss to come up with any terms they feel are related to this profession. Ss then write 3 sentences about their friends and families and their professions, each S reads one to the class with a brainstorm of related terms.

Freer practice 2. (5-8 minutes) • Allow further personalisation of TL using the template of the previous task.

Ss will see a set of visual aids representing jobs on WB and decide which is the best and worst of them. They will then come up with two sentences for which they think is the best and why and which they think is the worst and why. These will be read out to the class as nominated.

Wrap up (if necessary) (2-4 minutes) • To wrap up lesson and check Ss comprehension.

Ss can be asked to write one sentence describing their dream job or their favourite current/former job to be shared with the class.

Wrap up (if necessary) (2-4 minutes) • To wrap up lesson and check Ss comprehension.

Ss can be asked to write one sentence describing their dream job or their favourite current/former job to be shared with the class.

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