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| 3/14/2010 |  | |||||
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What Do You Do?
This unit should take 3-4 hours, depending on time, interest, and extension activities. It is designed for beginner level students age 12 and above. Objectives Students will: Materials to Print Activities Activity I: Vocabulary (20 minutes) Ask students to name some common jobs (doctor, lawyer, secretary, teacher, salesperson, waiter/waitress, accountant, mechanic, construction worker, police officer, mail carrier, businessperson, bank teller, dentist, plumber, architect, truck driver, nurse, hairdresser/hairstylist, cashier, engineer, janitor, stock broker, manager). List them on the board. Alternatively, show pictures of different jobs or objects associated with certain jobs (fire engine, police car, stethoscope, etc.) and elicit job titles that way. Hand out Printout I. (If your class's level is low, you can make a selection of some of the jobs and occupations on the list.) Have students describe the jobs they recognize from the list. Help them by describing the ones that no one knows. You can use famous people or companies to help introduce some of the occupations. For instance, for "writer" you can say "Hemingway, Shakespeare," etc; For "flight attendant" you can say "works for American Airlines, British Airways," etc. Activity II: Occupation Match (30 minutes) Have students brainstorm places where people work (office, school, hospital, studio, store, gym, beauty salon, restaurant, home, travel agency, and so on) and common things that people do at work (work at computer, answer phones, research, serve food, clean, put out fires, attend meetings, examine patients, do paperwork, make long-distance phone calls, daydream, and so on). Write these things on the board so that students can refer to them. Play a game in which students have to guess which job is being described: tell students what someone does (using the present simple), for example, "He cleans people's teeth" (dentist) or "She designs buildings" (architect). Then give out Printout II and have students match the profession with its typical activities. Activity III: Grammar: The Present Simple (20-30 minutes) Write I, you, he, she, it, we, and they on the left side of the board in a vertical column, and the base form of several common verbs (do, have, be, see, give, take, live, run, buy, sell, or verbs that have already been used in the job descriptions) across the top of the board. Have student volunteers come up to the board and fill in the forms for each verb. Then ask students what they notice about the he, she and it forms (they add an -s). Have students make up sentences using verbs from the board. Write them up, and then write NOT on the board. Ask students to use not in their sentences to make them negative (if no one can do this, show them how). Change the sentences on the board to negatives, pointing out the placement of not and the addition of a helping verb. Now ask a student a question using the simple present tense, such as "Do you work at an office, Veronica?" Write both your question and the student's answer on the board, and have the students tell what changes happen when they make a question in the present simple (add a helping verb; the -s from he, she, it verbs leaves the main verb to join the helping verb; the helping verb goes in front of the subject; there is a question mark at the end of the sentence). Have students ask each other questions using verbs from the board. Do them one at a time and make sure they are using correct form. Hand out Printout III and go over the directions to make sure students understand what they have to do. Activity IV: Job Categories (25 minutes) Lead the class in coming up with different categories for jobs (fun, dangerous, boring, stressful, messy, difficult, important, well-paid, easy, rewarding, macho, feminine, interesting, badly-paid, etc.). Divide students into small groups and have them put jobs into appropriate categories (maybe more than one). Give them time to do this, then have them share with the class. While they're categorizing in groups, write superlatives on the board, such as the most stressful job, the easiest job, the best-paid job, the most boring job, the least important job, the messiest job-use the categories on the board to make superlatives. After groups have shared how they categorized jobs, have them choose one job for each superlative on the board. Activity V: Likes and Dislikes (20 minutes) Talk briefly about what you like and dislike about teaching, and then ask students what they value in a job. Distribute Printout IV and make sure students understand what they have to do. After they have finished their rankings, have students compare them in small groups. Ask random students where certain qualities showed up on their lists and why. Activity VI: Creative Writing: Dream Job (20 minutes) Tell students about your ideal job. Use the present simple to describe what you do on a typical day in this job, for example: "I am a film critic. I see movies before anyone else does, and I never have to pay for tickets! After I see a movie, I go back to my office at home and I write an article. I say what I think about the movie. People listen to my opinion." Have students write about their ideal jobs; encourage them to use their imaginations as well as the present simple. Activity VII: Game: Guess What I Do? (20 minutes) Bring cards with names of professions on them (one job per card), as well as masking tape. Use occupations that have already been discussed in class. Explain that you are going to tape a card to each student's back and they will have to find out what their occupations are by asking each other questions like "Do I work indoors or outdoors? Do I wear a uniform? Do I make a lot of money? Do I have to carry things? Do I help people? Is my job very physical?" (Use some interesting and unusual jobs from the list. It's more fun.) Attach the cards to students' backs without them seeing what's on the cards, and let them mill around asking and answering questions. |