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Occupations

 

SUBMITTED BY: Joyce P. Le


DITED BY: まだ

GRAMMAR: Infinitive

EXAMPLE: I want to be an astronaut.

DATE ADDED: Feb 09, 2009

 

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BRIEF OUTLINE: Students use their imaginations and share their dreams with the class. This is a 2 hour activity but can be used as one class (teachers will have to do some adjustments or pick & choose which activity to use).

 

MATERIALS NEEDED:

  • Occupations worksheets: There are two worksheets -- "I want to be a..." & "My dream job"
  • Envelopes for the job cards (Take "I want to be a (job)" worksheet and cut up all the occupations. One envelope per group.)

 

DETAILED EXPLANATION:

  1. First class:
    • Give each student the worksheet that is titled "I want to be a (job)." Go over the pronunciations and briefly describe each job with the students. Teachers could think of a small game for this task, such as gesture game for students to guess what each job is, or in a group, students have to work together to describe the jobs. The easiest way is to read each job aloud with students then ask them what do they think the job is. Remember to tell students that it is for their best interest to take notes.
    • Speaking:
      • Have students make their groups, stand up and give each group an envelope.
      • With the JTE, show the students that they need to divide the cards among themselves and then read each of their cards aloud (example: “I want to be a doctor”) and then pass it to the person to the right.
      • The goal is to read off as many cards as they have before the teacher says, “stop.” 
        Because students have to read off the cards and then pass it to the person to their right, everyone will always have cards to read.  When the teacher says, “stop,” students have to read off all their remaining cards and sit down.
      • If there is time, teachers can consider playing this game again and reverse the order to pass the cards.
      • CAUTION: if there are slow readers in the class, it is probably a good idea for teachers to walk around and take the some of the slow students’ cards and give it to other students in the group.
    • Charades:
      • In their groups, one student will pick a card out of the envelope and then do gesture. The student who is doing the gesture cannot talk.
      • The other members in the group guess what the occupation is, by saying, “you want to be ~" and if s/he guesses correctly, s/he takes the card. Then, another person picks a card out of the envelope and does the gesture.
      • The student with the most cards wins. Consider giving rewards to students who win.
      • CAUTION: for a higher level class, teachers could walk around to make sure that students are saying the complete sentences rather than just the vocabulary. Teachers can also set a 'no-Japanese' rule: if students guess in Japanese, they don’t get the card and the person doing the gesture gets the point.
  2. Second class: "I want to be a cook because I like cooking."
    • Teach or review the grammar point: “because”
    • Listening: Each group receives an envelope and plays Karuta. Karuta is simply played by the teacher saying, “I want to be a cook” and the first student in the group to slap the 'cook' card AND say, “I want to be a cook” receives the card. Then, halfway into the game, the teacher should consider saying the reason or the job description, such as, “because I like cooking OR because I like food” and the first student to slap the 'cook' card AND say, “I want to be a cook” receives the card. The object of this listening activity is to help students become familiar with the occupations.
    • Worksheet: Students do the matching part of the worksheet in their groups. The teacher says, “I want to be ~" and the group finds the corresponding part and draws a line to it. To make it easier on some students, teachers can make this into a class activity and choose volunteer students to say the corresponding part. Consider giving rewards to students who volunteer.
    • Writing (teachers could consider skipping the 'matching' part of the worksheet if the students don’t need the extra practice and/or there is not enough time left). Have students choose 5 occupations & make sentences/ reasons (Total English 2nd year p. 95 and the “I want to be a (job)” worksheet have a list of occupations that students can choose from if they can’t think of any). Make sure to tell students that their reasons can be anything; there is no wrong answer. What students want to be and the reasons they give can be from fantasy land to reality as long as they are practicing the grammar point. For example, a student wrote, “I want to be a cloud because I like to fly.” Another student wrote, “I want to be a police because I want to help the bad people be good.” Consider giving rewards to students who finish the worksheet.

 

VARIATIONS:

  • If the sentences in this activity were changed to "I want to ~ TO ~" instead of "BECAUSE", then it could be used for the Infinitive Verb (suru tame ni)

 

TEACHING SUGGESTIONS:

  • For one hour class: Charades/gesture and karuta would be the best choice of activities because charades help students understand what the job does and karuta helps them practice the sentence/grammar.
  • I did the entire activity in 2 hours but because the game is flexible, you can choose whichever activity you want to use.

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This page was last modified on Saturday, March 17, 2012 09:25:06 AM