A Collaborative Learning Lesson Plan

Teacher: Lesson Title: Form:	Olena Holovach Jobs  9
Purpose of lesson: Number of students: Language level:	Unit: Jobs and People (12 lessons, 45 minutes each). Coursebook: “Enterprise 4. Express Publishing” Students will develop competence in their language skills through individual and collaborative work in order to communicate about jobs. 10-12 intermediate
Lesson Goal: Students will develop integrated skills to communicate about jobs, the qualities certain jobs need, their advantages and disadvantages.	Lesson Objectives:      Students will list the vocabulary on qualities needed for certain jobs.      Students will describe and illustrate the qualities needed for jobs and the advantages and disadvantages of doing the jobs.      Students will compare the jobs and decide on which job to do justifying their choices.
LESSON PROCEDURE
Teacher action	Student action	Materials/equipment needed	Time needed (total: 45 min)
Introduction/Warm up
1)     The teacher informs students of the topic and learning objectives and explains that students’ working actively during the whole lesson will be rewarded by high grades at the end of the lesson.	Students listen.	No materials needed	1 min
2) Warm-up. To encourage the students and prepare them to learn by stimulating their minds the teacher has them play a warm-up game. The pictures of various professions are put up on the blackboard. The teacher asks students to race to the board and choose those related to the situations and answer the following question: The teacher: Who would you contact or call in the following situations? a)     A filling has come out of one of your teeth. b)    You need to have your hair cut. c)     You need legal advice. d)    Your house is on fire. e)     Your granny’s knee needs an operation. f)     All the light in your house have gone out. g)    You don’t get on well with your parents. h)     You are a celebrity. You need someone to protect you. i)      You want to buy some fish.	Students try to be the first to answer and come up quickly to the board to pick the right picture. Ss’ suggested answers: a)     A dentist. b)    A barber/hairdresser c)     A lawyer. d)    A fireman. e)     A surgeon. f)     An electrician. g)    A psychologist. h)     A bodyguard. i)      A fishmonger.	·         pictures	2      min
3) Vocabulary Brainstorm. Group work. The teacher has students form 3-4 groups (the teacher arranges students into groups through personality grouping as this grouping scheme forces reticent learners to take the initiative) and asks them to generate as many words as possible related to the qualities the above professions need and to make a list of words. The teacher adds that students can also write about other professions if they wish. The teacher collects the lists of words and makes a wall poster so that all the students can see the words and use them while doing further tasks during the lesson if needed.	Students are arranged into groups. Students make a list of words related to the topic. Each group chooses a spokesperson to read out that group’s words to the whole class. Students will use the words from the wall poster during the lesson if needed.	·         paper	5 minutes
Body
1)     Presentation of new material. The teacher asks Ss to do the listening task: Pre-listening activity: ·         What does a business executive do? ·         What does a fire-fighter do? ·         What does a nurse do? While-listening activity: ·         Listen and fill in the missing information: “A business executive, a fire-fighter and a nurse are talking about the qualities they need to have to be good at their jobs, and the advantages and disadvantages of their jobs”. Post-listening activity: To check the task, the teacher asks questions: ·         What are the qualities needed for being an executive / a fire-fighter / a nurse? ·         What are the advantages and disadvantages of being an executive / a fire-fighter / a nurse?	Students give short answers. Ss listen and fill in the missing information in their coursebooks: Qualities Advantages Disadvantages Executive Fire-fighter Nurse Using the table they just completed, Ss answer the questions in turns or add each other’s ideas.	·         CD, computer ·         Students’ Coursebooks “Enterprise 4. Express Publishing.”	7 min
2)     Controlled Practice. Group work. The teacher has students get into groups of 3-4 (using the role-assigning technique “Rainbow learning”). The teacher offers students to choose the colored stickers which are on the teacher’s desk and stick them to their jackets. The teacher explains that students form groups according to the colors they have chosen.  There should be each color (red, orange, yellow and green) in a group.  When reporting back to the class, all the colors are expected to participate and be spokespersons for a group. The teacher asks students to do the following task: “Compare and contrast the jobs in the two pictures (a farmer and a politician). Think of the qualities and qualifications needed, the advantages and disadvantages of each, and the lifestyle each job involves”. The teacher asks students to complete a handout in a group. The teacher goes round class and checks. The teacher explains to Ss that when collaborating, they should involve all their partners. The teacher asks each group to report back to the class. Speakers are rotated according to their colors so that each student participates. The teacher asks students to write the most interesting ideas on the board.	Students get colored stickers and form groups. Each person in the group is assigned a color (red, orange, yellow and green). When performing a task, students use the vocabulary from the previous exercise and the wall poster, discuss their ideas and complete a handout. Groups report back to the class, after that the whole class decides which of the ideas are the best and students write them on the board.  Farmer Politician qualities advantages disadvantages	·         colored stickers, ·         pictures, ·         handouts, ·         blackboard	15 min
3)     Free Practice. The teacher asks students to speak on the following situation:    “You are a guest on a school radio program. You are asked to talk about the job you would like to do (you can talk about one of the jobs discussed in this lesson)”. The teacher explains that all the rest are radio listeners and a student who is “a guest” puts on earphones (as if he/she is on a real radio program).	In turns, students come up to the board, sit down on a chair “in a studio” and talk about which job they would like to do and explain their choices. All the other students listen but they can ask questions if they need clarification (as if they are radio listeners calling into the radio program).	·         a pair of earphones and a microphone	12 min
Conclusion/Wrap Up
1)     Feedback. During the free practice, the teacher takes note of common mistakes and then uses feedback to help Ss.	Students share their opinions about the lesson (the most difficult/interesting activity) or ask the teacher for clarification.	No materials needed	1 min
2)     Evaluation. Teacher analyzes and assesses Ss’ work. The highest grades are given to the most active students.			1 min
3)     Assignment. Teacher asks Ss to write a short composition (10-12 sentences) about the job of one of their parents (qualities, adavantages and disadvantges).			1 min