План-конспект урока по английскому языку по теме Choosing career

Lesson Plan
Name of trainee: Olga Filippova
Level: Intermediate
Number of students: 12
Date: 5.04.2015
Duration of lesson: 90 min
Aims
Guide students through career exploration;
Train students’ abilities to express their opinion;
Reinforce students’ communicative skills;
Develop reading skills;
Revising previously taught grammatical point;
Create a relaxed and motivating atmosphere in the class.
Assumptions
1. Students have enough vocabulary.
2. Students will be interested in the topic and ready to participate.
3. Students have already had a practice in writing CV.
4. Students are able to explain their opinion
Learning outcomes
After completing the lesson, students will be able to
explore personal career interests
select and use information from a variety of sources
identify characteristics of the workplace that are important to them
have the opportunity to write their own CV
Expected problems
Some students may have difficulties with expressing their ideas. They may be shy. The group work will help with that.
Students may know nothing about discussion rules and expressing their views. That is why it is better to remind the basics of its structure at the beginning of the lesson.
Lack of vocabulary. A teacher needs to make sure that students can produce the necessary language. Topical vocabulary can solve this problem.
Some students can be not highly integrated in discussion working in groups, thus the teacher has to monitor that everyone has introduced his/her own point.
Students may know nothing about writing CV. That is why it is better to give students the basics of its structure.
Students may be not interested in the topic, so I have spare options to switch from one activity to another.
Materials are attached on the pages 6-12.
Timing Lesson stage
5 min
10.00-10.05 Warm up.
Introducing myself. Greeting the class. A brief conversation about what did everybody’s parents/relatives/friends do. This activity will encourage the class to think about the topic of the lesson.
5 min
10.05-10.10 Revision of previously taught grammatical material (suffixes -er-/-or).
There is a list of professions on the white board with the missing suffixes
-er- and -or-a (Afanasyeva: 2009). Learners should complete the word lists and check spelling. (Teacher asks one of the students name the right suffix and spell the word. If there is any mistake, another student will be asked to correct his/her group mate. Then the whole class repeats the word, which was pronounced incorrect.)
15 min
10.10-10.25 Input/Presentation. Watching a video “Choosing A Career”2 (1.10 min; https://www.youtube.com/watch?v=ajRj0hMqX6k) and providing personal opinions using introduction phrasesb.
Watching a video “Choosing a career” (1.10 min). Showing on the screen a slide with useful introduction phrasesb (Afanasyeva: 2009) (Materials for handouts). I will ask students to give their opinion about choosing a successful career. The purpose is to discuss not only general tips for career exploration but to try to outline students’ personal interests and preferences in this sphere.
20 min
10.25-10.45 Practice 1.
Pre-reading. Students will be asked to make a list of skills (3-5 skills) that they need to get the job of their dream. Students will be given for making the listc (Materials for handouts). After completing the list, students will be divided into four groups (3 people in each group). Then groups will be rearranged in two bigger groups (6 people in each). The last step will be uniting both groups. The learners will discuss skills, which they have included in their list, with their group mates. Their aim on each stage is to combine skills from their list and to pick out the most common of them. During the activity teacher should monitor students’ work that everyone has been involved in group work. After finishing this activity, teacher will write on the whiteboard the most popular and relevant skills.
Reading. Reading the text “What skills do you need to get a good job?d” (Unaeava: 2012) (Materials for handouts). After reading learners should select skills from the text, which are absent on the whiteboard, and complete the list.
15 min
10.45-11.00 Practice 2. Discussing what job (jobs) students would like to try in the future.
Explain:
if you’ll need a qualifications;
where you can get the necessary qualifications;
how long it will take you to get the job you want;
how you can characterize the job you have chosen;
why have you chosen it.
Learners may use introduction phrases in this activityb (Afanasyeva: 2009). This activity also can be used as a preparatory stage for production.
20 min
11.00-11.20 Production. Writing a CV
Watching video “How to write a CV”4 (3.05 min; https://www.youtube.com/watch?v=1EgOHOscyCE). Explaining to students that if they want to get a job they should convince the employer to give them an interview. That is their CV (Curriculum Vitae) is of great importance. Indentifying what the term “curriculum vitae” means a written overview of a person's experience and other qualifications. In some countries, a CV is typically the first item that a potential employer encounters regarding the job seeker and is typically used to screen applicants, often followed by an interview. Curriculum vitae are a Latin expression, which can be loosely translated as [the] course of [my] life3. Examining templates of traditional and skill based CVse,5 (Materials for handouts). Practice in writing CV according to the planf (Unaeva: 2012) (Materials for handouts).
5 min
11.20-11.25 Plenary.
Summarizing major tips for career exploration:
take into consideration your interests;
skill competence;
select information from varied sources;
writing a proper CV.
In addition, it would be useful to receive a feedback concerning how they felt about the production activity, did they enjoy it (to understand if I can use it again with other groups of students).
5 min
11.25-11.30 Homework.
Make a project work. Hold on an opinion poll about the careers your peers are going to choose. Ask 30 people at random and draw a diagram that shows how desirable certain jobs are. Here is one the possible ways of doing itg (Materials for handouts).
Reference:
1. Afanasyeva, O. V. (2009). English (student’s book). Moscow: Prosveshcheniye.
2. Choosing a Career (video). Retrieved from: https://www.youtube.com/watch?v=ajRj0hMqX6k3. Curriculum Vitae. Retrieved from:
https://en.wikipedia.org/wiki/Curriculum_vitae
4. How to Write a CV (video). Retrieved from: https://www.youtube.com/watch?v=1EgOHOscyCE5. Prospects. Examples of CVs. Retrieved from:
https://www.prospects.ac.uk/careers-advice/cvs-and-cover-letters/example-cvs6. Unaeva, S. A. (20120. Open the world with English. Modern topics for discussion. Moscow: Intellect-Centre.
Materials for the lesson
announc… doct…
bank… explor…
conduct… groc…
decorat… lawy..
design… offic…
direct… senat…
Use -er-/-or- to complete the word lists. Check your spelling.
I think (that)… As I see it… If you ask me…
I guess (that)… My view is that… I’d say that…
I suppose (that)… My opinion is that… In my view…
I feel (that)… The point is that… In my opinion

I’d rather not say anything about it.
Give your opinion. Introduction phrases.
What skills do you need to get the job of your dream? 1672590363220SKILLS
THE JOB OF YOUR DREAM

center622935Reading the text “What skills do you need to get a good job?” and complete the list of earlier mentioned skills.
Examples of traditional CV and skill based CV.
center363220Traditional CV
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57154442460Skill based CV
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A plan for writing CV
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One of the possible ways of drawing a diagram
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