Summary

This lesson plan is designed to teach students about how to talk about the workplace with their peers, whether this be past jobs, present jobs or future jobs. This lesson plan also focuses on the 5Ws (who, what, when, where and why) and how to utilize these question terms in order to ask others about their workplaces. Each activity functions to meet at least one objective, as shown below the title of the activity. For example, the “Cool-Down” activity encompasses all three objectives due to the fact that it gives students free reign to talk about their experiences with working in the United States vs their home country, which covers discussing workplace topics, being able to identify key words and respond, and asking questions using the 5Ws. I wanted to encompass a variety of activities (reading, writing, listening, speaking), which is why I created the activities that I did. I mainly focused on speaking, as I believe that speaking in a second language is one of the most important ways to learn it. The activities are in the order from easiest assignment to hardest assignment, minus the warm-up and the cool-down. They are also judged on how much time they may take up, which makes their placement within the lesson plan more solidified.

Class Description

Warm-up (5 minutes)

Participation Framework: Whole Class/Individual

Objective # N/A

1. T briefly goes over today’s lesson regarding workplace in the United States.
2. T asks Ss what kind of jobs they have held, both here and in their home country.
3. T writes down a few questions on the whiteboard and asks Ss to answer them based on what they know about working in the US:

1. What is minimum wage? Do you know what the minimum wage in Virginia is?
2. At what age do people usually start working?
3. How many hours do part-time workers work? Full-time?

4. T calls on students to share their answers with the class, correcting information when needed.

Vocabulary (10 minutes)

Participation Framework: Whole Class/Pairs

Objective #1

1. T hands out a vocabulary sheet to each S.
2. T explains that each pair needs to choose three vocabulary words from the list and come up with two statements about the word: one truth and one lie. T asks if Ss have any questions or need clarification about any of the definitions.
3. Ss work in pairs to create a truth and a lie for all three words. Ss call T over to check their work and make sure it is correct.
4. Once every pair is finished, T calls on each pair to share a word. Ss try to figure out which one is a truth, and which one is a lie.
5. T asks the Ss to explain why they believe a statement is a truth/lie.

Vocabulary/Speaking (10 minutes)

Participation Framework: Whole Class/Pairs

Objective #1

1. T asks Ss to come up with 3 questions relating to the workplace using the vocabulary they just received. For example, a question could be “Have you had coworkers?” or “Do you know your career?”
2. With their previous partner, the Ss will then ask the questions they came up with and discuss them with one another. The Ss will want to focus on what jobs they may have held, what jobs they have enjoyed, what jobs they have currently, etc.
3. After about five minutes, T will signal when students should switch to another partner.
4. T walks around, listening to each pair and being prepared to answer any questions they may have.

Listening (10 minutes)

Participation Framework: Individual

Objective #2

1. T hands out a sheet of paper with daily schedules on them. T explains to Ss that they will be listening for key words relating to the workplace that could help in filling in the blanks.
2. T turns on the listening activity, letting it play twice while students complete the chart.
3. After the program has played twice, T has the Ss turn in the sheets for them to look over later. T then goes over the answers and answers any questions the Ss may have.

Grammar/Speaking (15 minutes)

Participation Framework: Whole Class/Pairs

Objective #3

1. T writes down the 5Ws (who, what, when, where, why) on the board and asks Ss what they know.
2. T then explains the 5Ws and their purpose when it comes to basic information gathering, writing down some examples to support their explanation. T also reviews the simple present tense with the Ss.
3. T asks Ss if they can come up with some questions involving the 5Ws, writing down any answers the Ss give. For example, an S could ask “What is your favorite color?” or “Who is your favorite singer?”
4. T shows the students some examples of wh-questions in the simple present, then has the students write down wh-questions based on where they have worked/are currently working at. Some example could include “Where have you worked?” “Who have you worked with?” “Why did you work there?”
5. Ss get into pairs (they can partner up with their previous partners if they would like) and ask their partners the questions they came up with.
6. T circles around, answering questions and offering corrective feedback when necessary.

Cool-Down (7 minutes)

Participation Framework: Pairs/Groups of 3

Objective #1, 2 & 3

1. T tells the Ss that for the last few minutes of class, they can pair up or get into groups of 3 to talk about jobs within the United States vs their home country. The Ss are allowed to ask questions, talk about their own experiences, whatever they choose as long as it stays within the topic.
2. T will walk around and listen to the Ss, focusing on if they are using what they learned in the lesson today in their conversations, as well as what they have learned in past lessons. T also has the option to temporarily join a group and talk to the Ss. T will also answer any questions and offer feedback when necessary.