Griggio, Victoria – Rossino, Carolina Informática aplicada a la enseñanza de Inglés – Assignment n° 3 LESSON PLAN These lessons are aimed to teenagers from 1 st year, secondary public school, more or less 25 students. They will be working on the topic “Unusual jobs”; besides learning new vocabulary, they will revise simple present and conversation strategies such as “I agree”, “I think”, etc. Students will have to surf the internet to find out about the unusual jobs we present and during the third lesson they are expected to produce and present a project on a new unusual job made up by them. Warmer (Lesson 1) The teacher asks students what jobs they know and explain what the job is about. (regular jobs) Teacher uses flashcards to guide the discussion and suggests ideas such as whether people wear uniforms in their jobs or not, if they work with a lot of people or by themselves, etc. Students are required to get into groups (3/4 students per group). The teacher presents a poster with different names of unusual jobs, and assigns one job for each group. Students have to guess what the job they were given is about and share their ideas with the rest of the class. While one group presents its job, the other groups are expected to provide opinions about their classmates guess.
Transcript
Griggio, Victoria – Rossino, Carolina
Informática aplicada a la enseñanza de Inglés – Assignment n° 3
LESSON PLAN
These lessons are aimed to teenagers from 1st year, secondary public school, more or less 25 students. They will be working on the topic “Unusual jobs”; besides learning new vocabulary, they will revise simple present and conversation strategies such as “I agree”, “I think”, etc.
Students will have to surf the internet to find out about the unusual jobs we present and during the third lesson they are expected to produce and present a project on a new unusual job made up by them.
Warmer (Lesson 1)
The teacher asks students what jobs they know and explain what the job is about. (regular jobs) Teacher uses flashcards to guide the discussion and suggests ideas such as whether people wear uniforms in their jobs or not, if they work with a lot of people or by themselves, etc.
Students are required to get into groups (3/4 students per group). The teacher presents a poster with different names of unusual jobs, and assigns one job for each group. Students have to guess what the job they were given is about and share their ideas with the rest of the class. While one group presents its job, the other groups are expected to provide opinions about their classmates guess.
Round up: Students write down about what a person does in the job that was assigned to them.
Web (Lesson 2): Warmer: Students read aloud what they wrote about their assigned job last class. Groups discuss about other possibilities for odd jobs.
This lesson is going to take place in the computer room. Students sit in the computers in the same groups that were formed during lesson 1. Students follow a Web quest.
Students are required to follow the steps presented in the web quest (http://www.zunal.com/webquest.php?w=71298) and prepare the activities by using not only the resources they will find in the internet but other tools such as word processor or PowerPoint.
They will have to prepare a questionnaire, a survey and an article on an unusual job invented by them. In this part of the project they are expected to use (as revision) grammar structures such as present tenses and questions forms, apart from basic vocabulary related to jobs they know.
This may take more than one session, but they can do part of the task at home as homework and, if any doubt arises, they are allowed to send e-mails to the teacher in order to solve any problem, before the presentation of the project.
What next (Lesson 3):
This is the last part of the project
Students present the work they have done by following the steps in the web quest: they will act out a short interview, present the results of the survey and the imaginary odd job, by using either a PowerPoint presentation or the usual poster and different pictures or flashcards
This part is presented orally, and they will be evaluated
After that they are required to hand in the project in written format, either in paper or electronically, in a CD ROM or any other device
Round up: peer review – the different groups will write an opinion about the projects, highlighting the weak points and the strong point of a group they will be assigned. The opinion has to be handed in.
Links to be used:
www. unusual waystomakemoney.com/ unusualjobs .html - Last Modified: October 11, 2010 5:27 pm
http://www.articlesbase.com/marketing-articles/top-5-unusual-jobs- 910226.html - Last Modified: October 11, 2010 5:33 pm
http://www.telegraph.co.uk/news/newstopics/howaboutthat/2484423/Ten- of-the-most-unusual-jobs.html - Last Modified: October 11, 2010 5:38 pm
http://www.mcsweeneys.net/links/unusualjobs/ - Last Modified: October 11, 2010 5:45 pm
http://www.myunusual.com/downloads/Unusual_JobsC.html - Last Modified: October 11, 2010 5:58 pm
