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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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