Lesson plan - occupations and workplaces.pdf

LESSON PLAN: Occupations and workplaces FOCUS: Job vocabulary

TIME: 50 –60 mins LEVEL: Beginner

MAIN OBJECTIVES

Students will learn vocabulary to talk about different jobs and workplaces. Students will practise questions and answers using the verb to be in the present simple.

MATERIALS NEEDED

'What's my job?' worksheet, 'Job Flashcards,' 'Inside and Outside' worksheet, 'Who works here?' worksheet and 'Find  your partner' cards. (These are all downloadable from the site.)

LANGUAGE

Practise "What's his job?" "He's/She’s a _______." "Are you a _______?" "Yes, I am / No, I'm not."

WARM-UP ACTIVITIES (10-15 MINS)

1. Ask students "What's my job?" job?" Try to elicit "teacher" "teacher" or "You're a teacher." teacher." Get the whole class to repeat "You're a teacher." Mime carrying plates of food as though you were a waiter, and ask "What's my job?" Elicit "waiter" from the students, then drill "You're a waiter." Now mime other jobs and encourage students to shout out "You're a ______." 2. Hand out copies of the 'What's ' What's my job?' worksheet to students working working in pairs or small groups. Students match the correct job title to the picture.

PRESENTATION (5-10 MINS)

Using 'Job Flashcards,' hold up the picture of the cook so that the whole class can see it and ask, "What's his job?" Students may just shout "cook," try to elicit "He's a cook." On the board write:

What's his job? What's her job?

He's a _________. She's a ________.

Show the students each flash card, each time asking, "What's his/her job?" and eliciting the correct response. Show students the picture of the waiter and ask "Is he a waiter?" Elicit "Yes, he is." Then ask "Is he a builder?" and elicit "No, he isn't." On the board write:

Is he/she a ______?

Yes, he/she is. No, he/she isn't.

Use the flashcards to form questions and elicit answers using “He/She is/isn't.” COMMUNICATION PRACTICE ACTIVITY (5 MINS)

Hand out 'Inside or Outside' worksheet to students in pairs. Explain that you will say a job and they must write it in the correct column according to whether the job is done inside or outside.

COMMUNICATION PRACTICE ACTIVITY (10-15 MINS)

On the board draw a picture of one of the workplaces in the 'Who works here?' worksheet, for example, a shop. Ask students "Who works here?" Students answer "A shop assistant." (Explain that you always use “a”/”an” or “the” before job titles.) Students complete the 'Who works here?' worksheet. Make

sure they use “a”/”an” before the job title.

PRODUCTION ACTIVITY (5 –10 MINS)

Do the 'Find your partner' activity. This will give the students an opportunity to practice question forms and use their new vocabulary without having to speak in front of the whole class or the teacher.

WRAP-UP ACTIVITY (5 MINS)

On the board write the new vocabulary items with the letters in the wrong order, e.g. L I P T O (pilot). Students must rearrange the letters to form the correct word. Students could shout the answers out, or if you have a particularly rowdy class they could write down the answers in small groups.