Trainee Teacher: Paula Aguirre Date: Friday 9th

Jenny Pinto

Time: 90’

Class: 9th grade

Main aim

At the end of the lesson, students will be better able to talk about jobs and occupations using
the present simple.

Subsidiary Aims

Target grammar: Present Simple verb to be.

E.E. She is a doctor- I am a teacher- You are a lawyer

Vocabulary: Lexis about jobs and occupations.

E.E. nurse, doctor, engineer, pilot, accountant, cook, electrician, tourist guide, translator,
technician, teacher.

Speaking: To focus on fluency.

E.E. What is your job? What do you do at your job?

Personal Aims

To give clear instructions and appropriate guidance to students.

Procedure Time Interaction Patterns Resources

Lead in: (short activity to engage

students in the topic of the lesson)

The teacher starts the class with a short

guessing game. The class is divided into
two teams. A student sits at the front of

1
the whiteboard facing their classmates.
Teacher writes down a job on the
Whiteboard
whiteboard and the rest of the team must
give the student clues to help them guess 10 WG
the job. The winning team will receive a
prize.

The teacher makes a list on the

whiteboard with the jobs and occupations
guessed in the game.

Explanation and Examples:

1. Teacher shows the students a PPT with

pictures of a famous characters of TV
shows or series and a short text that
describe his job:

Example:

a)

25 WG Whiteboard

PPT

They work in a hospital. They take care of Projector

sick people.

Students will probably give only the name

of the job, teacher writes down the
complete sentence:

“They are doctors.”

2
b)

“He is a teacher”

2. Teacher shows a slide with sentences

about jobs and asks the students to think
about a verb that could go in the gap. with
different pronouns

.You ……. a firefighter.

.He …….. a doctor.

.I …….. a dancer.

Teacher asks the students to explain the

rules they understood from the example.
after that the teacher briefly explains
how the verb to be works in the present
simple tense.

3. Teacher asks CCQ to check if students

understood the target grammar. Eg. If I
work with animals, what is my job?

4. Teacher writes down the sentences

writing the verb to be in another color,
drawing the students attention to the use
of it depending on the pronouns used.

Exercises:

Controlled practice (drilling)

3
Teacher gives the students a worksheet
with pictures and job descriptions.

a) I work in a school. I teach English.

I ____ a teacher.

b) He works in a restaurant. He
cooks meal.

He ___ a chef.

Teacher checks the exercise on the

whiteboard to provide the students with
feedback.

Meaningful practice

Teacher asks students to create five

sentences about their relatives’ job, using
the Present Simple structure reviewed in
the lesson and write down the sentences
in their copybooks.

Teacher monitors and provides feedback.

15 IW Worksheet

Then the teacher asks students to join in

groups of five in order to discuss and
check their answers.

Communicative practice (freer practice)

Teacher asks the students to think about a

job or occupation they would like to
represent and keep it to themselves. The
students have to go around the class
asking 8 classmates the following
questions and recollecting their answers
in their copybooks.

4
What is your job?

What do you do at your job?

15 GW Copybook

Teacher asks if there is any volunteer that

wants to report the recollected
information about their classmate´s jobs.

Wrap up (closing activity):

As an exit ticket, the teacher asks the

students to create and share with the
class one grammatically correct sentence
using the present simple structure
reviewed before. If they use it correctly,
they can go out.

20 GW Copybook

5
 5 WG

Interaction Patterns:

WG: Whole group PW: Pair work Ind.: Individual work TS: Teacher and one student