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Time: 3 minutes for the first introductory time and then leave as much time as needed for the main activity. This is necessary as the comfort in order to accommodate differing comfort levels of the students acting might be different between each student and/or groupgroups acting out.
Learning objectives
General: The goal of this activity is to help the students understand what different jobs do and how they might be something they desire themselves want to do in the future. If they are unsure of a vocabulary lack certain vocabulary, they also have the opportunity to learn what the job is the names of certain jobs in English.
Vocabulary: The cards are suppose supposed to act as a catalyst for them to learn the different jobs. Since our modern age allows them to be confronted with students have different levels of exposure to the English language every day , some of them might learn know more than other students.
Grammar: Most of the time, the students are required to use the forms of the progressive which might achieve with varying realizationprogressive tense, though the tenses used may vary if necessary.
Instructions to set up the activity
Prepare cards with job terms; distribute them randomly. Prepare more cards than students so you can have students exchange cards that they do not feel comfortable with or are unknown even in their mother tongueto them. Most students would should still rather try the new word out instead of immediately asking for a new one if they were are unsure what the job they got meanthave means.
Encourage students to try it out - by talking about their dream job and reaching them at a personal level. However, it is necessary to offer give the option of keeping their dream job to themselves.
Letting it run
always Always encourage students to ask for vocabulary
if If the students decide to ask questions, it is important to respect their decision and help them as much as possible even if they talk in German to me you or their fellow students
do Do not interrupt the students even if they are rambling about different jobs – this is them showing interest in the topic
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Person B says: My name is ... and my dream job is ... (Person B thereby becomes person takes the place of Person A)
Letting it run
This game can be adapted in various ways for different stages of English learners. The vocabulary can become be more advanced, topics can be changed, gestures can become be more complex.
Introduction for “What do I do for work?“ - Margot
This teaching activity starts with a short round of introductions, with each student asked to state whether they have a dream job. If they feel comfortable, they were are welcome to say what their dream job is. After this first round, the teacher can let the students blindly pick cards with English terms for different jobs. They are then asked to think of a single pose or movement that encapsulated encapsulates what this job, in their opinion, was is about. After about a minute of consideration, everyone who feels confident in their pose or movement is asked to act it out in front of their classmates. In contrast to a regular game of mime, the teacher could ask the students not to not shut shout out what their classmate are doing. Instead, the instructor could ask them to wait until after their classmate has finished, and then start the discussion with the question: „What "What was he/she doing?“ " and not „What "What job did he/she act out?“".
Depending on the time left, teachers could follow up this activity with another group activity, in which every group member is asked to act out the pose resembling the job they liked the most at the same time. This might help less outgoing students to also take part in a dramatic activity.
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Target group: Grades 5 and 6; it is possible to varie vary the difficulty of the job terms between both grades (e.g. only used „chef“ using "chef" for the 6th graders) and focus on more straight-forward instructions with the younger kids.
Time: 3 minutes for the first introductory time and then leave as much time as needed for the main activity. This might be necessary because the amount of students that feel comfortable could varie vary greatly between the different groups and the different grades.
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General: With this teaching activity, teachers aim at helping the students understand what tasks different jobs, including their dream jobs, require, and how to describe theses these tasks. „Describing“ "Describing" here referred refers to two ways of depicting an activity: Using their bodies to express their thoughts and verbally expressing what a job entails.
Vocabulary: Every student is supposed to learn the vocabulary for 5-10 job descriptions by looking at the cards and their fellow students performances. Furthermore, they learned learn verbs related to the actions, e.g. „cooking“ or „performing“"cooking" or "performing".
Grammar: Describing their classmates' performances required requires the students to use forms of the progressive, which they did can do with varying success.
Instructions to set up the activity
Prepare cards with job terms; distribute them randomly. Prepare more cards than students so you are able to have students exchange cards that they do not feel comfortable with or go beyond their knowledge, even in German. This did does not prevent students from sticking with new words, but getting a new card helped helps them to actually think of a pose when the former one felt too abstract.
Encourage students to open up - by talking about their dream job and/or by choosing to perform. However, make the option to not say their dream job or not act out explicitexplicitly, so that no one feels pressured to put themselves into an uncomfortable situation. I felt like this helped This helps students to not feel afraid, and in some circumstances, the students went go on to discover their courage and performed perform after declining to do so at first.
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Always encourage students to ask for vocabulary.
Do not be be discouraged when students they ask question questions in German or when they use German to explain the rules to their classmates - this actually shows that they are interested and want to take part.
If students show a lot of enthusiasm and use it in a productive way, use that positive engergy energy - don‘t cut off the activity.
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