Al Puesto Ideal: An Introduction to Career Planning and Preparation
Lesson 01: Jobs: What do people do? / Trabajos: ¿Qué se hace la gente?
Submitted by Kimberly Kroll
Objectives:
Content:
Students will:
· be able to identify jobs in the target language.
· be able to identify characteristics of various jobs.
· be able answer questions about those jobs in the target language.Cultural:
Language: Content Obligatory
Students will:
· use the following terms (and others depending upon the jobs chosen) by identifying them in classified employment ads, matching the terms with job duties and using them to identify pictures/drawings.Vocab ID #V1A
**All of the above vocabulary words have a feminine counterpart.
el intérprete
el periodista
el fotógrafo
el importador
el diplomático
el misionero
el doctor
el enfermero
el cocinero
el dependiente
el recepcionista
el modeloel vendedor
el pintor
el abogado
el cajero
el mesero
el profesor
el salvavidas
el lavaplatos
el terapista
el empacador
el consejero
el jardineroel repartidor
el sicólogo
el policía
el niñero
el arquitecto
el director
el dentista
el asistente médico
el asistente legal
el traductor
el hombre/mujer de negocios
el Auxiliar de vueloVocab ID #V1B
el tiempo completo
el tiempo parcial
el medio tiempo
los anuncios clasificados
el sueldoel puesto
el horario
las horas de trabajar
los beneficios
· use the present tense and previously learned language to talk about characteristics of various jobs.
Language: Content Compatible
Students will use the following language structures to identify and talk about jobs in the target language:
· days of the week
· time
· numbers
· the verb "gustar"
· descriptive adjectives
· adjective agreementLearning Strategies / Social and Skills Development:
Students will:
· use prior knowledge of employment ads to read and identify jobs and job characteristics in the target language. (Reading Strategy)
· scan/skim text in the target language looking for specific information.
· use organizational and note-taking skills to record job terms in their vocabulary notebooks.
Time Frame:
40-50 minutes
Materials Needed:
Employment ads in the target language (Many newspapers from Spanish-speaking countries or from U.S. cities with large Hispanic populations can be accessed through the Internet. Check out http://www.cord.edu/faculty/gargurev/cf98.htm for links. Also some schools have subscriptions to various Hispanic newspapers. These are great to give students "hands-on" materials).
Pictures/drawings of jobs that teacher gathers from various sources. Magazines and clip art are good resources to find pictures.
Description of Assessment (Performance Project):
1. Students, working individually, are given a copy of the same sample of classified employment ads in the target language and asked to simply read and guess what they are reading.
2. As a class, read some of the ads aloud (or ask students to do so). This is done to focus student attention on specific ads and, if students read aloud, to provide pronunciation practice in the target language.
3. Choose 1 ad from the sample in #1 and ask students the following questions about the ad: (other questions may be substituted as appropriate)
- ¿Dónde trabaja?
- ¿Qué hace?
- ¿Cuántos días a la semana trabaja?
- ¿Cuántas horas al día trabaja?
- ¿Cuánto gana por hora?
- ¿Hay que tener experiencia?
- ¿Qué beneficios ofrecen?
- ¿Qué tipo de persona busca?
- ¿Es un trabajo de tiempo completo o medio tiempo?
- ¿Te gustaría ser _________________?
At this point, students have not yet identified the job title in English. The goal is to have students "discover" the meaning.
4. Using the ad from Step 3, provide the students with a variety of true/false statements describing a person who may be interested in the position described in the ad. Ask the students to respond with "Sí" if they think the statement describes the person accurately or "No" if the statement does not describe the person.
The job chosen in #3 is that of a babysitter. The teacher makes a statement that describes a characteristic. Students determine whether or not the statement describes a person who would be good for the position of babysitter by responding "sí" or "no." Example:
Babysitter (niñero):
"No le gustan los niños." "No"
"Trabaja en una oficina." "No"5. Provide the students with a list of duties in the target language that accompany the jobs included in the employment ads. Ask the students to match the jobs with the appropriate duties.
Example:
Cuida niños. Niñero.
Cocina en un restaurante. Cocinero.6. Using pictures/drawings of the professions listed and a list of the terms in the target language (either posted on the board or overhead or printed on a handout/book), introduce students to the new job vocabulary (Vocab ID #V1A). Have the students repeat each term as the picture is shown. Go through the terms again and have the students transfer the vocabulary to their notebooks as each term is introduced.
Assessment:
Informal assessment occurs throughout this activity as the students respond to questions and statements and as they identify pictures/drawings. To check student comprehension at the end of the class, the teacher should choose one of the jobs included and ask students about it using the questions provided in Step 3.
References and Resources:
Activities 3-5 in lesson have been adapted from:
Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, pp. 178-191.For links to Spanish-speaking newspapers online:
http://www.cord.edu/faculty/gargurev/cf98.htm
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)None