English For All CLASS NAME: Beginner DATE: January 29, 2013 Teacher(s): Cayla Huxhold, Alex Lilly,

, Erik Hookom Lesson Objectives SWBAT learn vocabulary for different jobs referencing Ts PowerPoint (with pictures of each job and related adjectives/verbs), and learn ways to categorize jobs matching job titles with the types of work being done (e.g. chef matches with food service). SWBAT talk about jobs and workplaces using verbs, prepositional phrases and descriptive vocabulary by matching each job listed in the exercise with the appropriate phrases which describe it (e.g. A salesperson sells clothes in a department store.) Students will be able to practice a conversation about jobs; see simple present wh- questions and statements in context

Materials

Interchange textbook Audio Material handouts from textbook pages 8 and 9 Index cards papers with vocabulary words jobs PowerPoint

Procedure

1.Unit 2 Ex. 2: Word Power (Time allotted: 25 minutes; 6pm-6:25pm) Objective: SWBAT learn vocabulary for different jobs referencing Ts PowerPoint (with pictures of each job and related adjectives/verbs), and learn ways to categorize jobs matching job titles with the types of work being done (e.g. chef matches with food service). Pre-activity T will ask Ss to look through the vocabulary list on their handouts T will elicit or explain each job/vocabulary word using a PowerPoint with related pictures T will model the pronunciation of each vocabulary word and lead a choral repetition exercise with the Ss While-activity Ss will complete the word map on their handouts in pairs While Ss are working, T will draw the word map on the board Ss will take turns coming up to the blackboard and taping an index card

(with a job vocabulary word on it) into the correct category on the word map Post-activity T will go over the answers with the class If time permits, Ss will be asked to get back into pairs and think of TWO additional jobs (one for each person) and write these new jobs into the correct categories on their handouts If Ss need help identifying a vocabulary word or job they do not know how to say in English, T will encourage Ss to describe the job and try to elicit the vocabulary word from the rest of the class (by allowing the other Ss to guess the word/job) Evaluation: Students will be evaluated by their ability to categorize and describe different jobs. TRANSISITON: Now that we know what kinds there are, lets talk about where people work, and what they do at their jobs. 2. Unit 2 Ex. 3: Speaking, Work and Workplaces (Time allotted: 25 minutes; 6:25-6:50) Objective: SWBAT talk about jobs and workplaces using verbs, prepositional phrases and descriptive vocabulary by matching each job listed in the exercise with the appropriate phrases which describe it (e.g. A salesperson sells clothes in a department store.). Also, Ss will have fun! Pre-activity T will brainstorm workplaces with the class and write the responses on the board [ask students to think about Places where people work (written on blackboard)] T will explain the task: Ss will match the information from Columns A, B and C T will point out that Column A lists jobs, Column B lists things people do in their jobs, and Column C lists prepositional phrases with workplaces T will read the example While-activity Ss will complete the task in groups of 3

 Ts will walk around class to give help as needed Post-activity Ts will assign a column to each group of 3 (one group will be Column A, the next will be Column B, etc.) Ts will give each group six pieces of paper: each piece of paper will have one of the six jobs/activities/phrases listed in their respective columns Ts will model the post-activity: the T from Team A will stand at the front of the class holding one of his groups pieces of paper (e.g. A salesperson). The T from Team B will stand next to him holding the corresponding piece of paper from his/her groups column (sells clothes). The T from team C will do the same with the matching prepositional phrase from his/her teams column (in a department store). The result is that the three pieces of paper spell a sentence (A salesperson sells clothes in a department store.) that the whole class can see. Ss will perform this exercise in their groups to describe the rest of the jobs listed in the activity: once Team A sends a representative to the front of the room with a designated job, Teams B and C will work together to choose the appropriate activity/prepositional phrase for that job Evaluation: Students will be evaluated by their ability to match different jobs with the correct corresponding activities and workplaces, and work together to correctly form sentences with their classmates. ---------- 5 minute break: 6:50-6:55pm ----------TRANSITION: Now that we know a little bit about different jobs, lets listen to Andrea and Jason talk about their jobs. 3. Unit 2 Ex. 4A & B (Time allotted: 20 minutes; 6:55-7:15pm ) Objective: SWBAT practice a conversation about jobs; see simple present whquestions and statements in context Pre-activity T will write focus questions on the blackboard, including: True or False? 1. Andrea loves her job. 2. Andrea takes people on tours to Asia. 3. Jason has a full-time job. (for Part 4A) and 4. What does Jason

do? 5. Does Jason like his job? Why or why not? (for Part 4B) While-activity T will tell students to think about the first three focus questions while listening to the audio T will play the audio for Ex. 4A Ss will listen to the audio and read along in their handouts T will remind Ss of the focus questions (#1-3) and play the audio again, this time line-by-line T will explain that the students are going to hear new audio (4B) T will direct Ss attention to focus questions #4-5, read them aloud, and ask Ss to try to answer the questions as they listen to audio 4B Post-activity T will go over the answers to focus questions #1-3 with the class and elicit answers from Ss T will go over the answers to focus questions #4-5 with the class and elicit answers from Ss Evaluation: Ss will be evaluated by their ability to practice statements with be contractions with be, and possessive adjectives; and their ability to ask and answer questions with be. CONCLUSION (Time Allotted: 5 minutes; 7:15-7:20pm) T will ask each student to describe one thing they learned during class T will ask students how they felt about the days activities (Did they like them? Did they not? Did they feel they were helpful? Would they like to do these types of activities again?) T will thank Ss for a great day of class Assessment The material presented in this lesson is intended to introduce Ss to vocabulary about jobs and workplaces. We anticipate that the students will have some initial confusion with the activities, but we hope that the supplemental PowerPoint, index cards and papers will help them understand and also make the class more fun. We are also concerned about the activities taking too much or too little time.

Anticipated Problems