Tuesday February 20th

Activity Step-by-step Purpose

Get to know students (10 Have each student to say Get to know the students
min) their name and 2 or 3 facts even though they already
about them. know each other
Teachers play a game
where they write down the
students name in a post it
with at least one fact they
remember about the (10 min)
student.

Teacher presentation (10- Each teacher presents Get the students to get
15 min[ER1] ) something about acquainted with the new
themselves. teachers
(20-25 min)

Class rules (5-7 minutes) Have the students think
about what could be
acceptable in class and
what is not acceptable.
Have a power point with
some of our expectations
Set behavior expectations in
the classroom.
Specially because the
previous teachers warned
us about the amount of
Spanish in class.
(30-32 min)

Vocabulary on Jobs (5-7 Have power point with main Introduce vocabulary about
min) jobs. work and jobs.
Remember to have words (37-40 min)
like retired, housewife,
mom, janitor.

Game with Vocabulary (5-7 Have the students say the Make sure students
min) names of the professions as remember the professions.
they come up on the power
point (43-48 min)
How to ask what a person
does (10-15 minutes)
What is your friend’s
profession?
Wednesday February 21st
Activity
Review/ Warm-up
(5 minutes)
Asking wh-questions
Powerpoint Presentation
(10 minutes)
Practice asking wh-
questions
(15 minutes, including
instructions/demonstration)
Have the students go
around and ask at least 3
classmates about their jobs
and what do they do at that
job and fill out their pieces
of paper with what they
found out about their
classmates
-What do you do?
-I’m a … and you?
Have the students report on
what their classmates do.
Step-by-step
Students talk with a partner
about what they like and
don’t like about their jobs
-When (do you work)?
-Where (do you work)?
-Who (do you work for)?
-What (do you do for
work)?
-How (do you ___)?
-Why (are you studying
English)?
Create a chart with
student’s jobs, asking wh-
questions. Students must
find out missing information
on chart.
Have the students practice
their new vocabulary
through conversation.
(45-55 min)
Make the previous activity
meaningful through
practicing what they have
just talked about.
(60-62 min) total
Purpose
Get students comfortable for
the class, talking about work
in English.
Students will be learn the
vocabulary and grammar to
ask/answer wh-questions to
find out more information
about work.
Students will be able to ask
wh-questions to find out
information about
someone’s work.
Listening practice Listen to CD 2, track 17-39 Students will be able to
(10 minutes) about 3 times. Have listen for answers to wh-
students discuss in questions about work.
between tries. Together,
answer who the speakers
are, what they do, and
when and where they work.

Writing/Reading activity Students write a description Students will be able to use

(20 minutes, including of a job using wh-question job title vocabulary and wh-
instruction) information. (E.g. I work in questions in a skills-
a hospital. I work day and integrated, problem-solving
night. I help sick people.) activity.
They crumple up their
paper and throw it to the
front of the room. Everyone
picks up a paper, reads the
description, and asks
around to find out who is
the ___. (E.g. doctor).

Review (5 minutes) Have students ask us wh- Students will be able to

questions about our work. practice and watch
demonstrations of
asking/answering wh-
questions in a work setting.
Thursday February 22nd
Activity Step-by-step Purpose

How’s the weather? Ask students about the Follow through with routine
weather and help them so the students know the
describe it class has begun

Warm-up and review In three corners of the Have students minds set
(5-7 min) room put pieces of paper for English and review the
for Employed, previous vocabulary and
Unemployed, and not Grammar.
employed (retired). Ask
students to find the group
where they belong. Identify
the students for each
group.
Questions for employed
group: Where do you work?
When do you start work?
Unemployed: What job do
you want? Where do you
want to work?
Not Employed (retired):
What do you do? Where do
you live?
Ask students to ask the
questions to at least one
person from each group.

Introduction to presentation
(3-5 min)
Tell students that you are a Set the mood for Job duties
teacher, so you teach. Tell
them that you also help the
students and take roll.
Write them on the board
under “duties:”
Today we will identify Job
duties

Verbs linked to professions Present powerpoint with Review “s” ending in the
presentation specific vocabulary: third person present and
(10 min) Answers the phone introduce new verbs that
Talks to customers are linked to professions
Types letters
Mops the floor
Supervises employees
Helps the doctor
 Makes change

Listening activity Give each students a table Students will be able to

(10 min) with the professions and identify job duties through
ask them to complete with listening
the Job duty (description)
Play CD 2, track 41
Students write down what
each profession does

Yes no Questions Make a table with the job Students will be able to ask
(10 min) duties of some professions. Yes, No questions and will
Explain that all professions improve their vocabulary
have more than one duty. related to work. If you feel
Make sure your students the students are ready, you
know how to read the table can teach them how to use
by asking comprehension “and” and commas by
questions. “What does an writing a sentence from the
administrative assistant table on the board.
do?
Explain how to make Yes,
no questions. Have some
examples on the handout,
include the arrow showing
that the intonation rises at
the end of the question.

What does a good student Create a chart with some Check come vocabulary
do? different duties from comprehension from
(5-7 min) different professions and students
have the students circle the
ones that are related to
students.

Can and Can’t Create a chart that shows Students will be able to
(10 min) that the verb can react the understand and create
same way for every sentences with can and
pronoun. can’t
Have the students
complete some sentences
with can and can’t in a
controlled practice.
Have students complete
can and can’t sentences
according to their own
skills.
Everyday by asking what day it is and what the weather is like
5 minutes review
Start with a speaking assignment
Vocab first day
Pronunciation every week (wed-thur)
Thursday Kahoot

[ER1]