Name of the Teacher Date Level of the class Length of lesson

Justine Louise B. Rey August 12, 2020 A1 60 minutes

Lesson Type: Vocabulary

Lesson Topic: Jobs

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

1. Give their knowledge and description of the 10 different jobs 1. Had to share in class their childhood dream profession versus
and professions (actor, doctor, driver, teacher, musician, shop the profession or job they currently have using the target
assistant, cleaner, nurse, farmer, mechanic) and their importance language.
in the society and in nation-building.

Target vocabulary:

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Anticipated difficulties: Suggested solutions:

1. Students who are more expressive and fluent in explaining 1. I will be doing a one on one session with the student to
themselves tend to create a pressure than those who are further find out what his/her challenges are, and how to
not. address those challenges in such a manner that learning
would be fun and interactive for him/her.
2. There were terms used to describe jobs in a literal manner.
Example, was the use of cleaner. This might create 2. I will explain to them that both usages of cleaner and/or
confusion to the student as this term is not widely used as a janitor/janitress are correct.
of “janitor” in reference to someone who does the job of
cleaning. 3. I will give them the motivation to participate through close
monitoring. In addition, I will be making them understand
3. The activity has more speaking and writing in the English that it would be fine that they commit mistakes all
language. There might be students who will be hesitant to throughout the phase of the activity.
participate.

Language analysis:

Language Meaning of the How you will present Concept Checking Grammatical Pronunciation
Item item meaning Questions form

1. actor A person whose Using a picture of a 1. Do you normally see Noun /ˈæk.tər/
profession is to act on person acting on a stage them on tv?
the stage, in movies, or 2. Can you name an
on television
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 actor/actress?
2. doctor A qualified practitioner Using a picture of a man 1. Where do you normally Noun /ˈdɒk.tər/
of medicine in white robe and wearing see doctors?
a stethoscope around his
neck
2. Have you seen a doctor?

3. driver A person who drives a Using a picture of a man 1. Do they know how to Noun /ˈdraɪ.vər/
vehicle inside a car, holding to the drive?
steering wheel 2. Do they drive a car, a bus,
or a train?

4. teacher A person who teaches Using a photo of a woman 1. What do you call me? Noun /ˈtiː.tʃər/
especially in a school teaching inside a 2. Where do usually see
classroom them?
5. musician A person who plays a Using a photo of a man 1. Do they like music? Noun /mjuːˈzɪʃ.ən/
musical instrument, singing on a stage, playing 2. Can you name a musician
especially as a a guitar from China?
profession or is
musically-talented
6. shop A person whose job is Using a photo of a person 1. Where do you normally Noun /ˈʃɒp əˌsɪs.tənt/
assistant to sell products in a tending a store find them?
store 2. Do they assist you when
you shop?
7. cleaner A person who clean the Using a picture of a 1. Does this person clean Noun
interior of a building person scrubbing the floor different places? /ˈkliː.nər/

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8. nurse A person trained to Using a picture of a 1. Where do you normally Noun /nɜːs/
care for the sick, woman wearing a white see them?
especially in the uniform and a nurse’s cap 2. Do they help a doctor?
hospital
9. farmer A person who owns or Using a picture of a man 1. Do they grow crops on Noun /ˈfɑː.mər/
manages a farm holding a basket full of farms?
harvests Do they raise animals like
pigs, cows, and sheep?
10. mechanic A person who Using a photo of a man 1. Do they fix cars and other Noun /məˈkæn.ɪk/
maintains and repairs fixing a car’s machine machines?
machinery 2. Does this person use
tools?

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Warmer To engage the 10 T-S 1. Introduce the activity by sharing to Have their minds refreshed with the
students and get minutes the class you childhood dream basic grammar and structure used
them thinking in profession versus what your current when doing a narration.
English. It will also profession or job is.
introduce students
to the topic of the 2. After that, ask the students to
lesson and give them provide other jobs they know and Select one student to be in front of
an idea of what type T-S determine whether the job is a risky the class and explain why a job
of vocabulary they one or not. he/she thinks of is risky or not.
will be learning.
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 3. Pair up the student, and they Feel more comfortable with their
should list down other risks of each classmates after an icebreaking pair
job they have chosen. work activity.
T-S
Presentation: To begin thinking 5 T-S 1. Divide the class into 3 groups, with Discuss which job goes with the
Meaning 1 about the target minutes the age groups equally distributed definition.
vocabulary with among the groups.
regards to its Students will draw their vocabulary
definition to properly match the definition to
the job.
Ask the groups to discuss additional
definition of the jobs other than the Students will provide their answers
S-S definition presented through the based from their existing knowledge
activity. and grasp of the English Language.

Monitor the activity closely, making

sure that they finish at the given time
period.

Have them write their own additional

definition.

Ask a member from each group to

present their answers.

After the activity, provide feedback

and corrections if necessary.

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Presentation: To allow the 5 T-S Teacher will be saying the TV and the The students will be able to easily
Meaning 2 students to minutes class will give the root word. identify the TV based on the root
understand the TV word and how its meaning is
and memorize it changed.
according to the
root word
Presentation: To establish the 5 S-S Teacher will flash a PPT on the board Students will supply the missing
Form correct spelling of minutes with the words, but with missing letter to form the word.
the words letters opposite to their definitions.
This will be done individually.
Presentation: To enable students 5 T-S Teacher will be reading the words Develop the correct sounds and
Pronunciation to correctly minutes and the students will repeat after shape of the mouth to correctly
enunciate all the her. Then, the teacher will be giving pronounce a vocabulary.
target vocabulary time to the students to read the
words out loud in unison.

Teacher will be doing an exercise The students will copy the lip
showing the right movements of the movements being done by the
lips to show proper pronunciation. teacher.
This way, those who are struggling
would be able to catch up easily. The
teacher will also show the proper
syllabication of the target
vocabularies.
Practice: To connect the 5 T-S Teacher will assign one student to be The students will compete in
Controlled spoken definition or minutes the “performer” in front of the class. associating the description of the
description with the The chosen performer will do a target vocabulary through the actions
Practice 1
vocabulary through “mime” of the job he is trying to shown by their classmate.
actions portray.
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 The activity is one way of identifying
The class will be divided into 2 groups the students’ non-verbal skills while
with 7 members each and will be having fun and learning rolled into
given a green flaglet. one.

Teacher will ask the student The winning team would be the
performer to pick a strip of paper highest scorer and will be given a
with the target vocabulary. The prize.
teacher will then give a cue for the
student performer to do the mime.
The quickest team to raise their
flaglet will get the chance to answer.
In case a wrong answer, the other
team can take their turn.
Practice: To recognize the 5 S-S 1. Put the students in pair. Develop a better and wider
Controlled target vocabulary in minutes understanding of the target
different contexts 2. Each pair and write a paragraph vocabulary by allowing them to be
Practice 2
and sentence about the best job or profession that imaginative and creative in sentence
structure best suits their partner. construction.
Production: To develop creativity 15 S-S Students will get to talk in pairs Students are given the freedom to
Freer Practice on how the students minutes about how they see their life in 5 use their own vocabulary, while
envision themselves years. giving them the opportunity to be
5 years after goal-oriented to be what they want
Teacher will begin sharing her own to be in 5 years.
vision.

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 Teacher will monitor closely while
the students are sharing.

Cooler To finally check the 5 T-S Teacher will mention some famous Feel empowered by the new
understanding of the minutes personalities and their jobs not vocabulary they have learned. Look
learners on the new included in the previous target forward for the next meeting as a
vocabulary and the vocabularies tackled. new day to learn.
progress they are
exhibiting Ask the student to give their other
example while the class provide their
answer.
Explain to the class that some of the
target vocabulary has synonyms to
avoid the sue sexist language.
(e.g., actor – actress. The students
can instead use the term
“performer”.
Lesson Rationale (700-1000 words):

In the warmer part, I have the students to recall their childhood dream or ambition. In this way, the students will be able to refresh their minds. I then
asked the students whether that job or that childhood dream would be a risky job or not. Through asking this question, they are given the chance to
scrutinize what jobs really need extra precaution and would give them more appreciation to it. The reason as to why they were paired is to give each one of
them to assess the job they would like to pursue (or in this kind of audience, the job that they are currently in) poses danger to them or not.

In the Meaning 1, I have asked them to group themselves and making sure that the age groups are evenly distributed to each team. This is to make sure
that it would be fair for the other teams. This is because those who have higher age groups might already have more understanding of each target
vocabulary’s definition. I then asked them to provide the definition to match the job and its definition to gauge if they have an idea on what each job’s
responsibilities are. Other than the mentioned definition, they were also asked to provide their additional information or description on those jobs to
activate their prior knowledge. A representative of the team will them present their answer and additional input. This representative should ideally be the
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shy-type of student for them to develop self-reliance boost his or her and improve his or her relationship with the rest of the class.

In the Meaning 2, I have asked them to identify the root word of the target vocabulary. Through this, it would be easier for them to comprehend that words
can change their meaning with the addition of prefixes. As an example, is clean. When the word was added with “-er”, its meaning is changed. Another is
teach. Once the prefix “-er” is added, it changes meaning and from verb, it becomes a noun.

In the Form part, I tried to gauge the students’ mastery of the target vocabulary by allowing them to think of the missing letter that would form the word.
To make it easier, the definition was already provided to give them context clues. This might be an activity with a low level of difficulty since I considered
that the students are non-English speakers. If I am to give to give a more difficult activity, it might create pressure to them, thus, would lessen their interest
in class participation.

The Pronunciation part, I have allowed the students to repeat after I have pronounced the target vocabularies. This is to encourage them to enunciate the
words properly based on what they hear. I then showed them after the lips movement so they will be given a clearer picture on how these words are
formed and how they sound. Through this activity, the students’ pronunciation would be sounding more natural when they would speak the English
language. This is a difficult part. I showed the students on how the words are syllabicated. This is to show them a division of the word, and of course, the
stress whether it is located on the first, second, or third syllable.

The Practice 1 is somehow an engaging activity. This gave the students a break from the usual way of learning from based from what they hear. This time,
the learning would be based on what they see. I have assigned the task to someone who can act the target vocabulary well. By this means, the students
would be able to actively participate as this was done between competing groups. I have added a reward to winning team for more motivation, thus, giving
the student an excitement in anticipation for the next meeting.

Practice 2 is an activity by pair. This activity served as an avenue for the students to be more creative in their writing by employing the target vocabulary
and writing in the English language. Through this pairing, the students are able to establish good relationship with each other in and out the classroom. I
was the one who put them in pair to see how would each pair would work together despite some differences.

The Freer part is basically more on freedom. I gave the freedom to choose their partner. Afterwards, they shared their own story on how they see
themselves in 5 years.
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The last part, the Cooler, is a challenging team. This is the conclusion part where they thought on their own as to what the profession is of the given
personality. The profession or job is not included on the target vocabulary as the students needed to think by themselves.

Bibliography (if needed):

Actor (https://www.uri.edu)

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Doctor (https://www.freepik.com/)

Driver (https://www.partners.olacabs.com)

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 Teacher (https://www.businessinsider.com)

Musician (https://www.musicianonamission.com)

Shop Assistant (https://www.canstockphoto.com)

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 Cleaner (https://www.freepik.com/)

Nurse (https:www.today.mims.com)

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 Farmer (https://www.yourdictionary.com)

Mechanic (https:www.shutterstock.com)

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

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