Submitted by Kimberly Kroll

Objectives:

Content:
Students will be able to: -identify jobs in the target language. -identify characteristics of various jobs. -answer questions about various jobs. (see later in lesson) -identify jobs that utilize foreign languages -describe jobs using job characteristics.

Cultural:

Language: Content Obligatory
Students will: -accurately use the following terms (and others depending upon the jobs chosen): Vocab ID #V1A el intérprete el periodista el fotógrafo el importador el diplomático el misionero el doctor el enfermero el cocinero el dependiente el recepcionista el modelo el vendedor el pintor el abogado el cajero el mesero el profesor el salvavidas el lavaplatos el terapista el empacador el consejero el jardinero el 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 vuelo **All of the above vocabulary words have a feminine counterpart. Vocab ID #V1B el tiempo completo el tiempo parcial el medio tiempo los anuncios clasificados el sueldo el puesto el horario las horas de trabajar los beneficios -use the present tense and previously learn language to talk about characteristics of various jobs.

Language: Content Compatible
Students will use the following language structures to describe jobs: -descriptive adjectives -adjective agreement

Learning Strategies / Social and Skills Development:
Students will: -work cooperatively in groups to complete a task. -access prior knowledge related to characteristics of jobs.

Time Frame:

2 50-minute class periods

Materials Needed:

Pictures/drawings of jobs that teacher gathers to match job vocabulary. Magazines and clip art are good resources. List of job categories (see suggestions to below in task #1) ìPutting Languages to Work in a World of Opportunitiesî Circle Graph Careers Utilizing Foreign Languages

Description of Assessment (Performance Project):

Note to teacher: This unit is an introduction to career planning and preparation. Its purpose is to introduce students to the vocabulary associated with career planning, to introduce basic concepts/strategies of career planning and to allow students to complete a basic self-assessment. 1. As a review of the new job vocabulary (#V1A) introduced in Lesson 1, students begin class by categorizing the jobs according to various teacher-developed categories. Some possible categories are listed below. The categories can be posted on the board or overhead. This is a great ìQuick Startî activity that students can do immediately when they arrive to class and gives the teacher time to take attendance and take care of administrative business. On the board or the overhead, ask students to categorize the job vocabulary ID #V1A into the following categories Trabajos que... Me gustaría no me gustaría fáciles difíciles Sin experiencia con experiencia dentro afuera Medio tiempo tiempo completo divertidos aburridos Pagan bien pagan mal manuales mentales Trabajos en que tiene contacto con la gente After students have had some time to complete the activity on their own, have students share their opinions on which jobs fit into the different categories. Create lists on the board or overhead. 2. Informal assessment: using the job pictures/drawings, check students grasp of the new vocabulary by showing them a picture/drawing and asking them to provide the Spanish term. Also run through the pronunciation of each new word with them. 3. Divide students into groups of 3-4. Have students divide the following group roles among themselves. Recorder: student writes group ideas and opinions. Facilitator: student keeps the group on task and makes sure that everyone has a chance to share his/her ideas and opinions. Timekeeper: student keeps track of time so that the group completes the task in the allotted time. Reporter: student reports group ideas and opinions to the class. Group task 1: The groups are asked to come up with a list of jobs characteristics that are important to consider when looking for a job that is right for you. These characteristics should be things that everyone needs to consider when looking for a variety of jobs and may include: Salary/pay Inside/outside work Benefits Contact with people (clients/employees) Working hours Schedule Location Travel requirements Working Conditions Experience/education requirements After giving the groups 10 minutes to come up with a list, ask the reporters to share their list with the class. Record a ìclass list of characteristicsî on the board or overhead to refer to later. If needed, add to list to ensure that the above categories are included. Group Task 2: The groups are asked to come up with 3 lists of jobs that fall into the following categories. This activity is designed to activate students' prior knowledge and to get them thinking in terms of need of foreign language skills in employment. The categories are based on ìPutting Languages to Work in a World of Opportunities: Careers Utilizing foreign languagesî which will be introduced to students in the next activity. Jobs that require knowledge of a foreign language (Ex. Translator &endash; the job cannot be completed without knowledge of a foreign language.) Jobs in which knowledge of a foreign language is highly useful (Ex. Customs agent &endash; job can be done without knowledge of a foreign language. But such language skills are highly useful.) Jobs in which no knowledge of a foreign language is needed After giving the groups 10 minutes to come up with a list, ask the reporters to briefly share their lists with the class. Group Task 3: Provide each student with a copy of ìPutting Languages to Work in a World of Opportunitiesî: Careers Utilizing Foreign Languages. Ask students to scan the document quickly. Then divide the document among the groups, giving each group a section of jobs that utilize foreign languages. Each group is responsible to make predictions about the characteristics of each job in their section (What kind of salary/benefits would the job have? Working hours required in the job? What educational requirements might the job have? Students should refer to the class list created in Task 1). After giving the groups time (monitor group progress to determine how much time is needed) to discuss the topics, ask the reporters to share their ideas with the class. You will want to provide a visual as the reporters are speaking by showing the job pictures/drawings that coincide with the jobs listed in the document. Individual Practice: Ask each student to choose one of the jobs from the ìPutting Languages to Work in a World of Opportunitiesî: Careers Utilizing Foreign Languages handout that interests him/her and to write a short paragraph in the target language describing the job using the characteristics discussed in Task 1.

Assessment:

Informal assessment occurs in Step 2 and can be included throughout this activity. The teacher may want to assess how well the students work cooperatively in groups. Formal assessment occurs through the writing assignment assigned as individual practice.

References and Resources:

Cere, Ronald C. (2000). AATSP Career Education Service; 1999-2000 Career Handbook pp.3. The American Association of Teachers of Spanish and Portuguese. Cere, Ronald C. (2000). AATSP Career Education Service; 1996-97 Career Handbook pp.9-12. The American Association of Teachers of Spanish and Portuguese. Activity 1 from lesson has been adapted from: Galloway, V., Joba, D & Labarca, A. (1992). ¡Acción! CA: Macmillan/McGraw-Hill. Chapter 3, pp.178-191.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

ìPutting Languages to Work in a World of Opportunitiesî Circle Graph Careers Utilizing Foreign Languages

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota