This lesson is for L&S1: careers and interests

The PPT isn't perfect (it's my first time making a PPT without being able to use any other lessons in this textbook thread as inspiration), and I personalised it with some of my own info/pictures but I hope it helps someone :)

I got the personality worksheet from a lesson plan in another thread, pretty self-explanatory (you need to print a worksheet for each s in the class).

The cards for the game at the end can be found at http://www.mes-english.com/games/bigtown.php. I also printed out some blanks so that students could make their own characters. 

Thank you for posting this!

This lesson is for L&S1: careers and interests

The PPT isn't perfect (it's my first time making a PPT without being able to use any other lessons in this textbook thread as inspiration), and I personalised it with some of my own info/pictures but I hope it helps someone :)

I got the personality worksheet from a lesson plan in another thread, pretty self-explanatory (you need to print a worksheet for each s in the class).

The cards for the game at the end can be found at http://www.mes-english.com/games/bigtown.php. I also printed out some blanks so that students could make their own characters.

I guess maybe I am thick, but how exactly do you do the worksheet.
I understand the outcome, but how do you get the students to circle the yes and no?
I could get them to do the first line, do you like helping people, helping animals, traveling, etc., but how do you get them to do all 11 without telling them the job ahead of time?  And if you tell them the job ahead of time, they choose it because they believe they want to do that rather than because the yeses and nos chose for them.  Does that make sense?

I got it.  It's not very intuitive, but it worked out.
Rather than working across, they work down then across.
Circle the yeses they agree with, and basically X out all the rest.

Count the circles, highest number is the job you should do (and those jobs are listed in the ppt.)

I needed a filler, so I will review 8 and 9 tomorrow and finish with this for 9.  It works (very simply) with the listen and speak parts of the text in chapter 9 with things like:
What are you interested in - I am interested in science.
I want to be                       - a scientist.
etc.

There's only 2 applicable slide for this, the other initial slides being warm up / practice slides that came with the template.

Here's what I did for L&S2. My ppt has a lot of review slides for part 1 what are you interested in (my kids particularly liked the webtoons and anime slides) and then I have things for "What do you want to be in the future?" Then for the activity I used a lot of things from the previous posts so thanks to the person who made the job for you quiz! I added a lot of kpop related things for the answers and added some lines for them to write what job they got and if they agreed or not and why.

Part A - we started part A watching a go-pro video of mountain biking (anything scary / crazy gets their attention – I used  https://www.youtube.com/watch?v=x76VEPXYaI0) to get them into the theme of hobbies. The worksheet took up quite a lot of time – they had to ask questions to all the students at their table. We did hobbies hotseat for the last 15 mins or so.

Part B - we went through some job names, did the bookwork and worksheet, and then went through the Dirty, Dangerous and Dream Jobs part of the PPT (again adapted taken from Leo’s PPT on jobs http://www.waygook.org/index.php?topic=21127.0). For each one I streamed the video, and they told me what they thought of the jobs. The game is a board game, where they move by playing rock paper scissors in their groups.

Quote from: TayRSA on October 10, 2014, 02:11:23 pm

This lesson is for L&S1: careers and interests

The PPT isn't perfect (it's my first time making a PPT without being able to use any other lessons in this textbook thread as inspiration), and I personalised it with some of my own info/pictures but I hope it helps someone :)

I got the personality worksheet from a lesson plan in another thread, pretty self-explanatory (you need to print a worksheet for each s in the class).

The cards for the game at the end can be found at http://www.mes-english.com/games/bigtown.php. I also printed out some blanks so that students could make their own characters.

I guess maybe I am thick, but how exactly do you do the worksheet.
I understand the outcome, but how do you get the students to circle the yes and no?
I could get them to do the first line, do you like helping people, helping animals, traveling, etc., but how do you get them to do all 11 without telling them the job ahead of time?  And if you tell them the job ahead of time, they choose it because they believe they want to do that rather than because the yeses and nos chose for them.  Does that make sense?

I got it.  It's not very intuitive, but it worked out.
Rather than working across, they work down then across.
Circle the yeses they agree with, and basically X out all the rest.

Count the circles, highest number is the job you should do (and those jobs are listed in the ppt.)

Just as a warning to new teachers, I did the personality quiz lesson last year and this year again and it is seriously the most frustrating lesson to explain ever.  Last year my coteacher walked out of the room so I was trying to explain it by myself and the kids' brains were just exploding.  It worked better in the other classes where she actually showed up but it was frustrating getting to that point.

So this year I added a ton more explanation in my powerpoint.  I emphasized that we would go through together and added step 1, step 2, step 3 and explanations, etc.  Everyone was baffled, but more than most was my coteacher (a different one from last year).  She doesn't like to lose face by admitting she doesn't know what's going on, so she was instructing them to answer the questions on the bottom before we even went through making the circles and stuff so I had to work against that.  As I slowly explained and went around showing kids what to do she kept coming at me demanding to know what the difference was with the blanks on the side and I kept saying those are where the results go AT THE END, and I got so frustrated with her not listening and trying to jump ahead and lead the activity while not understanding it that I actually raised my voice to her.

I think it's a great activity, but if everyone you deal with is as low level as everyone I deal with it's very difficult.  I would've done a different activity if I could find one but I couldn't really.