Engaging ESL Lesson Plans on Jobs for Intermediate Learners

Engaging ESL Lesson Plans on Jobs for Intermediate Learners. Engaging Intermediate ESL Students with Job-Related Lesson Plans

Engaging ESL Lesson Plans on Jobs for Intermediate Learners.

Engaging ESL Lesson Plans on Jobs for Intermediate Learners

Learning Objective

To enhance students’ vocabulary and conversational skills related to various occupations.
Level: Intermediate
Ages: Adults

Lesson Plan 1: Extreme Occupations

Teacher’s Objective: Introduce the subject matter

Kick off the lesson by introducing the present perfect simple tense with practical applications. Write a few sentences on the board that illustrate this tense, which will serve as reference points throughout the lesson.

Examples:

	Positive	Negative	Question
I/you/we/they	I have spoken.	I have not spoken.	Have I spoken?
he/she/it	He has spoken.	He has not spoken.	Has he spoken?

Inquire about the students’ existing knowledge to gauge their understanding.

Student Activity: Students listen and pay attention to the material presented on the board.

Warmer:
Start with a spelling race using vocabulary words from the previous lesson to get students engaged and ready for new content.

Presentation:
Introduce extreme occupations with examples:

High-rise window cleaner
Rescue pilot
Deep sea fisherman
Firefighter
Underground miner
Stuntman
Prison guard
Safari guide
Ice road trucker
Tree surgeon

Practice:
Have students practice using the new vocabulary in context:

“Would you work as a tree surgeon?”
“No, I don’t like heights! And you?”
“Yes, I like working with nature.”
“I have always wanted to be in an action movie. I would love to be a stuntman.”
“Jumping out of a window is not my idea of fun! You are crazy!”
“We are lucky to have rescue pilots. It is very dangerous but they save people that are drowning. I think they are heroes.”

Production:
Fill in the blanks activity:

A _______ works with windows.
A _________ works with the rough sea.
A ___________ works with fire.
A __________ works underground.
A _________ works in action movies.
A _________ works with criminals.
A __________ works with wild animals.
An __________ works in extreme weather.
A __________ works in the forest.

Review as a class, then discuss in pairs what each job would likely involve. Have the class write a sentence about why they would or would not like to have each occupation.

Cooler:
Play a word association game. Each student must say a word associated with an extreme occupation on the beat or sit down if they miss.

Lesson Plan 2: Extreme Sports

Warmer:
Play Pictionary using sport vocabulary they already know.

Presentation:
Introduce extreme sports:

Skydiving
Bungee jumping
Scuba diving
Surfing
Motocross
Mountain biking
White water rafting
BMX
Skateboarding
Rock climbing

Practice:
Explain the concept of “rather” and “prefer”:

“Would you like to go surfing this weekend?”
“No, I would rather go scuba diving.”
“Which do you prefer out of bungee jumping or rock climbing?”
“I prefer bungee jumping.”
“How was motocross?”
“It was okay, I would have rather gone white water rafting.”

Production:
In pairs, discuss the preparation needed for each sport. Go through as a class, then talk to a partner about which sport they would rather do and which they would rather not do, and why.

Conduct a class survey to find the favorite sport.

Cooler:
Play another round of Pictionary with the new sports vocabulary.

Lesson Plan 3: Future Careers

Warmer:
Use a pre-made game to determine who will be what when they are older. Write on the board “______ will be a ______” and get students to read out the sentences.

Presentation:
Introduce various careers:

Athlete
Rockstar
Artist
Bodybuilder
Ballerina
Pilot
Chef
Makeup artist
Dentist

Explain that job, career, and occupation are synonyms. Play ‘Kim’s game’ by removing one flashcard at a time while students’ eyes are closed. They must shout out which one is missing.

Practice:
Practice questions and answers:

“What do you want to be in the future?”
“I want to be a ________/I don’t know what I want to be.”
“Do you want to be a ______?”
“Yes/No. And you?”
“What do you think about being a ______?”
“I think it would be great/okay/rubbish.”

Ask students what they think their classmates will be, then confirm with the classmate and ask again.

Cooler:
Teach students how to make their own fortune teller game.