TEACHERS NAME: Diana Orstegui Institution: Instituto Empresarial Gabriela Mistral City: Floridablanca

Date:
May 13
th

Grade: 6-3 Age: 10 to 13 years old Week: 4 Lesson #: 2 Level: A1.1
Objective(s): The students will be able to describe jobs.
Language Content: Functions: Describing jobs.
Recycling Be: I am
Affirmative present simple with the subject I.
What do you do?
Vocabulary:
teach students,
cure people,
speak for people in the court
design and build machine
capture criminals
protect people
play soccer
cook delicious food

Recycle vocabulary about professions: Teacher, cheerleader, doctor, lawyer, engineer,
police officer, soldier, soccer player, chef, waiter, singer, actor, nurse, athlete, and model.



Skills:

L R S W
X X
Stages and
Interaction
patterns

ACTIVITY
MATERIALS

TIME


Lesson opening


T S




Warm up

T S








Procedure

T S
SS SS



Greet students. Write the date, the objective(s) and agenda on the
board.
Do the roll call.
Pick up the homework, worksheet N 12.


Warm up:
Students pass a ball to the next person while the teacher is writing a
sentence on the board and drawing a line next to it. For example: I am
a lawyer. _______________________. As soon as the teacher finishes
writing it, the student who is trapped with the ball in his/her hands
pronounces the sentence, stands up and writes on the board a
sentence to describe that job. According to this example, the student
writes: I speak for people in the court. Teacher writes other five
sentences on the board following the same steps.


Pre-listening:
Teacher gives the instructions about the activity. The teacher
exemplifies the purpose of the activity by ordering the statement:
What do you do? with a set of plastic glasses. Students compete by
lines in the classroom. Each line has a set of glasses. With the given
glasses students form two sentences. One is to express what the
profession is and the other to describe it. For example: I am a soldier.
I protect people. Each plastic glass has a part of the sentence.
Students pass to the front and organize the glasses on the teachers
Marker
Board
Students list




Ball










Plastic glasses







2 minutes

8 minutes
5 minutes



8 minutes










10 minutes









Potential problems and anticipated solutions:






















Closure

desk. The class decides if the sentence is right or wrong. Students are
rewarded by teams.

While- listening:
Teacher gives the instructions. Divide the class into groups (by lines),
and make each group stand in a line at the moment of participating.
Give them cards which have different phrases written on them.
Shuffle the cards. Let the first person in each line choose one card
and read the phrase written on it. For example: I cook delicious food.
Then the student has to whisper the phrase to the next person in the
line. This continues till it reaches the last person in the line who has to
say the phrase aloud after the teacher asks him/her: What do you
do?

Post- listening :
Students are given a card with the picture of a profession. In pairs,
students ask each other: What do you do? and reply with two
sentences, one to say the profession and the other to describe it,
taking into account the cards. While doing the activity, teacher checks
everybody is participating actively.

Summarize by passing 5 pairs of students asking and answering about
their professions.
Arrange lines. Clean up the classroom.






Cards










Picture cards




15 minutes










10 minutes





7 minutes

5 minutes
Potential problems Possible solutions
Getting students to participate, lower students
performance during the activity could be presented.
In the warm-up, students might have trouble to identify
the written sentence on the board in order to write the
following one.
Student might not understand the activity with the
plastic glasses.

Disruptive behaviour.

To give students extra points for participating in class.

Give them a clue by showing a picture of the described
profession. Or, act out what the professional does.

Before starting the activity, give students an example
with a set of cards and ask them by lines if they have
everything clear of what they will do.
Remind all students the classroom rules and the
consequences for not following them. Assign sad faces
for those who are interrupting with misbehaviour.