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SUBMITTED BY: Joy Baab

BORROWED FROM / INSPIRED BY: Borrowed from old JET activity book.

EDITED BY: まだ

GRAMMAR: Verb, Infinitive (suru koto)

EXAMPLE: I want to be a burglar because I want to have money.

DATE ADDED: Oct 3, 2013

Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)Ô

SpeakingèReadingêWritingë

30 min.

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BRIEF
OUTLINE: Students survey eachother to find out what occupation that student should have based on their likes and dislikes.

 

MATERIALS NEEDED:

DETAILED EXPLANATION:

  1. First the teacher should review the meaning of each profession and then practice asking the questions on the top row. Eg. Do you want to help people, do you want to travel.
  2. Make sure the students understand the meaning of those questions.
  3. Tell students that they need to circle all the yesses or no's in the column depending on their partners answer.
    • For Example: S1 Q: "Do you want to help people?" S2 A: "No, I don't" [S1 circles all the No's in the column (the ones beside model, singer, farmer, sumo-wrestler, and thief)]
      S1 Q: "Do you want to travel?" S"Yes, I do!" [S1 circles all of the Yes's in the column].
  4. At the end the students will add up how many circles they have in each row. The top scores are what they want to be, the low scores are what they don't want to be.
  5. Last, flip over the sheet and have the students write what they want to be, what they don't want to be, and why. Then have them write two sentences for their partner. (I often have them bring the sentences to the front for us to check or have them raise their hand when they are finished so I can check their sentences 

     

    VARIATIONS:

  • You could also keep the jobs a secret by numbering them from 1-11. After students calculate the scores and find out what number they are. You can announce what jobs the numbers represent. Students always get a shock when they hear they are a thief for example. This also helps to make sure the students give honest answers and are not answering based on the job outcome they want.
  •  

    TEACHING SUGGESTIONS:

  • For some reason they all get a little confused about what you circle, when it comes to circling either the Yes's or the No's. They seem to think that a No answer doesn't deserve a circle.
  • So, it might be good to run through it with the JTE (Plus the students love finding out what the JTE should be. Eg. I was with the tiniest little female teacher that can possibly exist in Japan and she got Sumo Wrestler as her top score)
  • At the end (before the writing) I do a survey for each profession and find out how many students got into each different profession. I was impressed that there was so much variety. And the students got a kick out of finding out who should be a Burglar etc.
    •  

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Template Version: 2.2 (Jul 8, 2012)

 

This page was last modified on Thursday, October 03, 2013 01:18:25 PM