LESSON PLAN

School: Antonio Lenis

Grade: 11 Level : A1
Topic: My favorite future job.

Objective: Students will be able to use details in pictures to describe favorite future
jobs

Final task:

 Students will make a poster in which they will represent in a drawing their
favorite future job.
 Students will explain the characteristics of the jobs and why they would like to
choose it.

Indicators:
 Students are able to understand general and specific ideas about Jobs in the
reading pictures.
 Students are able to understand general ideas about the reading pictures of
different types of jobs.
 Students will be able to talk about future favorite jobs.

Content:
 This topic will help in the development of analytical and critical thinking of
students, based on a reading skill also to assist students to prepare their future
with the job that they would like to performance.

Thematic aspect: different kind of jobs.

Linguistic content: reading picture and text about the different kind of jobs.

Class procedures:
Pre tasks:
Motivational Activity: What is the correct Job?
Identifying and Analyzing different kinds of jobs

Description: Teacher will put some poster in the board with some sentences and pictures.
Then, teacher will divide the class in two big groups. Also, teacher will provide some piece
of paper of each group that will contain different jobs in a disorganize way. Each group
must organize the words in a correct way. The first group that organize the word and put
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the word in the correct sentence will win a candy. The desired outcome from this activity
will be, to identify the different kinds of jobs.

Objectives:

 To identify different types of jobs.

PROCEDURE:

 Students will be asked to read off the listed of jobs.

 Students will organize the words in a correct way by find the correct organization.

 Socialize the activity writing or saying the correct answer

 Ask students why they answered the way they did.

while tasks

LISTENING 1:
Teacher give students a workshop to complete regarding general ideas after listening the
passage.
Students will be asked to do the following steps.
 First they have to read the questions provide by the teacher in the handout.
 Then the audio is played.
 Students will have 4 or 5 minutes to answer the questions.
 Then the audio will be play again.
this first activity will help students with the second one since they will have more
knowledge about what the listening passage is about.

LISTENING 2:
Teacher will give students another short workshop for them to answer detail or specific
ideas of the listening passage.
Students will be asked to do the following steps.
 First they have to read the questions provide by the teacher in the handout.
 Then the audio is played.
 Students will have 4 or 5 minutes to answer the questions.
 Then the audio will be play again.
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post task and metacognitive strategies)

 First teacher will explain the use of must and mustn’t and will give
some examples.
Students will be asked in groups to make a poster whether a draw or
statements explaining “what characteristics or steps have their school to
do in order to promote gender equality.
 Students will be asked to make a round table and talk a little about the
listening exercise, answering the following questions in Spanish.
 What problems did you have to understand the listening?
 Was easy or difficult to get the main idea of the listening
passage?
 How did you feel during the activity?
 What is different from listening for general ideas and listening
for details?
 Do you think this listening lesson could help you to improve
your listening skills?
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