This document outlines a 90-minute lesson plan focused on teaching jobs and occupations vocabulary to beginner English students. The lesson uses various online resources, including videos, exercises, and slides to introduce vocabulary, have students practice pronunciation and matching jobs to definitions, and reinforce learning through interactive activities with peers. The plan provides rationales for the online materials selected and outlines the stages, procedures, and interactions for the lesson.

1. BY: ARMANDO PEÑA MOLINOS
Caracas, Venezuela, 2014.
Jobs and Occupations
Web-Based Lesson Plan

2.  The following web based lesson plan has been
created with the purpose of teaching and
practising vocabulary related to jobs and
occupations by using Internet tools.

3. SUBJECT: ENGLISH
 Date: July, 2014
 Length: 90 minutes
 Number of students: 12
 Class Level: Young adults/Beginners
 Materials: Lesson plan, Internet, Youtube,
printable exercises, computer, video beam..

4.  Main focus of lesson:
 Jobs and Occupations vocabulary
 Main aims: By the end of the lesson students
will be able to recognise and pronounce some
common jobs and occupations after using
Internet tools displayed in class.
 Students will practise sentences in the present
simple.

5. OBJECTIVES
 To introduce learners how to recognise,
pronounce some common jobs and occupations by
using some slides and other Internet resources.
 To promote learning autonomy.
 To promote peer interaction.

6. RATIONALE FOR USING THESE SITES: AFTER CHECKING MANY WEBSITES THOSE
THAT WERE SELECTED RESPOND TO THE STUDENTS NEEDS AND THE DESIGN OF
THE CLASS.
 Web sites used:
 www.youtube.com.
 (1) https://www.youtube.com/watch?v=tQ03ENVgRfg
 Rationale: Selected because it contains easy vocabulary, words are repeated and understandable. Jobs and
professions are universally recognised
 (2) Web page: www.esltower.com
http://www.esltower.com/GRAMMARQUIZ/GRAMMAR/affixes/Job%20Suffixes/Job%20Suffixe
s.html
 Rationale: 7 slides in which students read a very short description of the job and they can
guess the occupation. It is a very good lead in activity. Short, easy and understandable.
 (3) Web page: A byte of language http://michel.barbot.pagesperso-orange.fr/index.htm
 http://michel.barbot.pagesperso-orange.fr/cap/voc/jobs/job1.htm
 Rationale: Interactive,. A little more demanding than the previous one because sentences are
longer.
 (4) web page: www.englishexercises.org
 http://www.englishexercises.org/makeagame/viewgame.asp?id=3029
 Rationale: Exercise to check what they have studied. A ludic activity to serve as refreshment.
And then we can go deeper into grammar.
 (5) Grammar exercises: webpage: www.ego4u.com
 http://www.ego4u.com/en/cram-up/grammar/simple-present/form/exercises

7.  (6) web page: www.englismedialab.com
 URL:
http://www.englishmedialab.com/Quizzes/elementary/job%20matching%20quiz%201.htm
 Rationale: A very easy task to practise similar exercises
 (7) www.slideshare.net
 URL: http://www.slideshare.net/armando2901/flashcards-jobs-and-occupations-web-based-
lesson
 Rationale: Slides without any words to promote interaction among students. They should
guess what those people do.
 (8) www.slideshare.net
 URL: http://www.slideshare.net/armando2901/reading-occupation-web-based-lesson
 Rationale: Short reading to practise reading comprehension so students will read out loud
and then they have to answer the questions as post reading exercise. It contains easy
vocabulary.
 (9) www.slideshare.net
 URL: https://www.youtube.com/watch?v=uibpkMMRpkg
 Rationale: A short, fun, video to reinforce. It contains short interviews to native people
and they say what they do for a living.

8. Teacher preparation: The teacher should check
whether there is Internet connection available and upload
the material.
Check the links as well.
Students before class: Students must be on time and
give them some time to interact among them. They should
have greeted the teacher and peers.
On line activities: The teacher should monitor students’
performances, pronunciation and check what they do in
class.
After class: Teacher should suggest some exercises to be
solved in the book and other resources students can use to
reinforce.

9. 





Time Stage Procedure Interactio
n
10
mins
10 mins
Warm up
Lead in activity
Greeting the class
Using slides and flashcards the whole class can
see some common jobs and occupations (1)
https://www.youtube.com/watch?v=tQ03ENVgRfg
Now, mute the video and replay it. This
time students should repeat the sentence
as soon the slide appears.
Hand out the printable exercise in which
students should read the sentences and
match them (2)
http://www.esltower.com/VOCABSHEETS/jobs/Job%20definit
ion%20match.pdf
After matching students will read their
sentences
T-Ss
T –Ss
T-Ss

10. Time Stage Procedure Interaction
10 mins
30 mins
10 mins
Practising
Checking
and
Practising
grammar
Interaction
activity
Students will match definitions and occupations with
an online exercise(3)
http://michel.barbot.pagesperso-
orange.fr/cap/voc/jobs/job1.htm
Students will practise on line grammar exercises
related to present simple and vocabulary related to
jobs and occupations (4). Ludic activity:
http://www.englishexercises.org/makeagame/viewgame.asp?id=302
9
(5) Grammar exercises:
http://www.ego4u.com/en/cram-up/grammar/simple-
present/form/exercises
More exercises (6)
http://www.englishmedialab.com/Quizzes/ele
mentary/job%20matching%20quiz%201.htm
By displaying slides, students will interact. So one
student asks and another should answer what the
person does exactly The general question should be
what does he/she do?
Slideshare: (7)
http://www.slideshare.net/armando2901/flashcards-jobs-and-
occupations-web-based-lesson
Ss-Ss
Ss –Ss
Ss-Ss

11. Time Stage Procedure Interaction
10 mins
10 mins
Reading time
Wrap up
Video: people
talking about
what they do
Students will read about a person’s
job and then they will practise
some questions about the reading
(8)
http://www.slideshare.net/armando2901/reading-
occupation-web-based-lesson
Students will watch a video and
then we, altogether, will dicuss
about the video (9)
https://www.youtube.com/watch?v=uibpkMMRpkg
T-Ss
Ss-Ss
T –Ss

12. SOURCES:
 www. youtube
 http://es.slideshare.net
 http://www.englishexercises.org/makeagame/view
game.asp?id=6062