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A nice job

|Description: |Students unscramble jobs anagrams and match them to pictures. Then they read six short job advertisements and say |

| |which job is being described. Students rewrite these advertisements using synonyms for nice. |

|Objectives: |1. |To encourage students to use alternative adjectives to nice and to show them that not all of these |

| | |collocate with the same nouns. |

| |2. |To expand and consolidate students' vocabulary relating to jobs. |

| |3. |To give students practice in skimming. |

|Activities: |1. |Vocabulary matching - Individual work |

| |2. |Skimming  - Individual work |

| |3. |Rewriting job advertisements - Pair work |

|Level: |S1 - S3 |

|Materials: |Vocabulary matching |

| |Which job? |

A nice job: Steps

| |Vocabulary matching  - Individual work |

|1. |Write an anagram of a job on the board. Tell students that they should rearrange the letters to find the name of a job. |

|2. |Give out the worksheet Vocabulary matching and ask students to rearrange the letters at the bottom of the worksheet to form 12 jobs. Tell |

| |them to write the unscrambled words next to the correct pictures. |

|3. |Monitor while students are working, giving help where necessary and/or encouraging dictionary use. |

|4. |When students have finished, write the numbers one to 12 on the board and invite individual students to go to the front of the class, choose|

| |a number and write the answer on the board. |

| |Skimming - Individual work |

|5. |Explain to students that you are going to give them six job advertisements but that it is not obvious which jobs are being described. Tell |

| |them that the jobs are all from the Vocabulary matching worksheet and that students should try to work out what they are. Give each student |

| |a copy of Which job? and ask them to write the correct number (from the vocabulary matching worksheet) in the box after each job |

| |advertisement. |

|6. |Monitor, guiding weaker students by drawing their attention to key words in the advertisements. |

|7. |Give students time to check their answers with a partner before feeding back the answers onto the board. |

| |Rewriting job advertisements - Pair work |

|8. |Ask students whether they think the advertisements are well-written. Elicit from them the overuse of nice. Explain that they can make their |

| |writing more interesting by using a wider variety of adjectives to more accurately describe people and things. |

|9. |Look at job advertisement A together. Elicit alternative adjectives to nice to describe face and figure and write these on the board. |

|10. |Tell students to put a line through all examples of nice and write their alternatives above. You may wish to tell students that more than |

| |one correct answer is possible in most cases. |

|11. |Feed back possible answers either orally or onto the board. |

|A nice job |

|Vocabulary matching |

|Look at the anagrams at the bottom of the page and rearrange the letters to make the names of 12 jobs. Write the words next to the correct pictures. |

[pic]

|[pic] |lodem |[pic] |eatrech |[pic] |ssmainsubne |

|[pic] |surne |[pic] |rawtie |[pic] |yesrreact |

|[pic] |okco |[pic] |ramref |[pic] |stainssaphost |

|[pic] |codrot |[pic] |ringneee |[pic] |sockwritercurtnono |

|A nice job |

|Which job? |

|Look at the job advertisements below and match them with the correct picture by writing the number of the picture in the box after each advertisement. |

[pic]

 

|2. |Put a line through every nice and write a more interesting word above. |

Pop-up screen notes

A nice job

|Objectives | |

|Glossary: |A synonym is a word which has the same, or nearly the same, meaning as another word. For example rude and impolite are synonyms.|

| |While this can be a useful way to learn new vocabulary, it is important to point out to students that synonymy is usually only |

| |partial: |

| |[pic] |

| |The meaning may be similar in one context but not in another. |

| | |

| |[pic] |

| |The words may have a similar meaning but be used with different grammatical patterns. |

| | |

| |[pic] |

| |One word may be more general and apply in more situations than the other. |

| | |

| |[pic] |

| |One word may be more formal than the other. |

| | |

|Glossary: |Collocation refers to words which regularly appear together. For example, we can say that stale and bread collocate. However, |

| |although stale refers to food which is no longer fresh, it cannot be used to describe all types of food. Oranges, apples, |

| |carrots, potatoes, for example, do not collocate with stale. With fruit and vegetables we usually use bad or rotten. |

| |When teaching new vocabulary, it is important to raise students' awareness of what other words are commonly used with the ones |

| |you are presenting, if appropriate. However, it is also equally important not to overload students with too much vocabulary in a|

| |given lesson. |

|Theory: |Using alternative adjectives can make students' writing more interesting and more precise. |

|Example: |[pic] |

| |teacher |

| | |

| |[pic] |

| |model |

| | |

| |[pic] |

| |businessman/businesswoman |

| | |

| |[pic] |

| |construction worker |

| | |

|Glossary: |Skimming refers to when we read very quickly to get the gist, or main idea, of a text. That is to say, we do not go through and |

| |read every word, but skim over the surface. |

|Note: |All of these activities can be done by students working individually or with a partner. It is important to vary the patterns of |

| |interaction within a lesson as this causes changes in pace and helps to maintain students' interest. Encouraging students to |

| |work with a partner can generate a lot of useful discussion and give students an opportunity to see that they can learn from one|

| |another. This not only promotes a positive relationship between the students, it also helps them to become less |

| |teacher-dependent. It can also increase their confidence and make them more willing to voice their opinions during feedback. |

|Steps | |

|1. Example: |lopanmice = policeman |

|2. Adaptation: |With stronger students you may want to tippex out the anagrams before photocopying the worksheet. For weaker students you could |

| |give more help by telling them the first letter of each word or by giving them the words on the worksheet with some letters |

| |omitted: |

| |t _ _ c _ _ r |

|3. Note: |It is important to train students to use a dictionary if they are to become efficient, independent learners both inside and |

| |outside the classroom. While bilingual dictionaries may be preferable for students at lower levels, as students' English |

| |proficiency increases it is a good idea to encourage them to use a good monolingual dictionary. This is because many bilingual |

| |dictionaries merely give one translation of a word which may be inappropriate in a particular situation in terms of meaning, |

| |coverage, level of formality or grammatical pattern. |

|4. Theory: |Getting students to write on the board can provide a change of pace within the lesson. This helps to keep students interested. |

| |It also has the advantage of taking the focus off the teacher and making the lesson more student-centred which is important if |

| |students are to be encouraged to take more responsibility for their own learning. |

|4. Key: |Key - Vocabulary matching worksheet |

| |1.  |

| |cook |

| |5. |

| |businessman |

| |9. |

| |secretary |

| | |

| |2. |

| |model |

| |6. |

| |doctor |

| |10. |

| |engineer |

| | |

| |3. |

| |construction worker |

| |7. |

| |farmer |

| |11. |

| |shop assistant |

| | |

| |4. |

| |teacher |

| |8. |

| |waiter |

| |12. |

| |nurse |

| | |

|7. Theory: |Encouraging students to check their answers with a partner before feedback can increase their confidence and make them more |

| |willing to voice their opinions during feedback. |

|7. Key: |Key - Skimming |

| |A.    |

| |model |

| | |

| |B.    |

| |farmer |

| | |

| |C.    |

| |teacher |

| | |

| |D.    |

| |shop assistant |

| | |

| |E.    |

| |secretary |

| | |

| |F. |

| |cook |

| | |

|9. Key:  |Key - Rewriting job advertisements |

| |A |

| |nice face |

| |pretty, beautiful, (an) attractive |

| | |

| | |

| |nice figure |

| |slim, good, (an) attractive |

| | |

| | |

|10. Adaptation: |For weaker students you could write the adjectives from the answer key on the board in a different order to help students. |

|11. Key:  |Key - Rewriting job advertisements (possible answers) |

| |A |

| |nice face |

| |pretty, beautiful, (an) attractive |

| | |

| | |

| |nice figure |

| |slim, good, (an) attractive |

| | |

| |B |

| |nice weather |

| |fine, warm, good |

| | |

| | |

| |nice air |

| |clean, fresh |

| | |

| |C |

| |nice holidays |

| |long |

| | |

| | |

| |nice personalities |

| |friendly, helpful, kind |

| | |

| |D |

| |nice to customers |

| |polite, friendly, helpful |

| | |

| | |

| |nice shop |

| |excellent, wonderful, fashionable |

| | |

| |E |

| |nice hours |

| |regular, convenient, short |

| | |

| | |

| |nice to people |

| |friendly, helpful, polite |

| | |

| |F |

| |nice kitchen |

| |clean, quiet, calm, relaxing |

| | |

| | |

| |nice food |

| |tasty, delicious |

| | |

| | |

|11. Note: |As indicated in the key, more than one answer is possible. Your students may think of different ideas but it is important to |

| |make sure that the words collocate. You may wish to point out to your students that although all the words replace nice, they |

| |are not all interchangeable. For example, we can say nice weather and nice hours and replace the first nice with warm, but not |

| |the second one. |

Adaptations

|[pic] |To adapt this file for lower ability classes, give them more help with the vocabulary. You can do this by giving them the first letter of the |

| |anagrams or write the words, omitting letters which can be represented by dashes. Help them with alternatives to nice by brainstorming / giving |

| |them words first. |

|[pic] |This activity can be adapted to practice alternatives to other words which students tend to overuse, such as good, bad, big and small. Note the |

| |letter below: |

Hi Mum and Dad,

We're having a good holiday in Bangkok. The weather is good today but yesterday it was bad with lots of rain. We are staying in a big hotel but our room is small. The hotel has a small swimming pool which is good. There are lots of temples to visit in the city. Some are big, others are small. The traffic is bad, so it takes a long time to get anywhere. Sometimes we go by tuk-tuk which is cheap but the air is bad so I prefer to go by taxi.

See you on Sunday!

Love Sammi

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