Learning the names of various jobs can help students get involved by speaking about their lives. At this point, you can go beyond having students identify objects and naming other students to getting them to speak about their profession. This exercise will also continue to work on their spelling skills. You should bring in a magazine or another source of pictures of various jobs.
Teacher: (Point to your photos or illustrations of various jobs. I think it is best to limit the number of jobs to around 10 different professions.) He is a policeman. She is a teacher. He is a pilot. She is a nurse, etc.
Teacher: Teacher: Repeat after me (Model the idea of repeating after me, thus giving the students a new class instruction that they will understand in the future.)
Teacher: He is a policeman.
Student(s): He is a policeman.
Teacher: She is a teacher.
Student(s): She is a teacher.
Teacher: He is a pilot.
Student(s): He is a pilot.
Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.
Part II: Asking questions about jobs
Teacher: Paolo, is he a policeman?
Student(s): Yes, he is a policeman.
Teacher: Susan, is she a teacher?
Student(s): No, she isn't a teacher. She is a nurse.
Teacher: Paolo, ask Susan a question. (Give the student a picture)
Student(s): Is she a nurse?
Student(s): Yes, she is a nurse. OR No, she isn't a nurse. She is a teacher.
Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.
Part III: Spelling jobs
Teacher: I am a teacher. T - E - A - C - H - E - R. Please repeat after me.
Teacher and Students: Teacher. T - E - A - C - H - E - R.
Continue this exercise spelling each of the jobs.
Back to the Absolute Beginner 20 Point Program
