Profession Preference Date: mm/dd/yy minutes Level: Upper Intermediate (High School) Length: 50

Lesson Type & Subject: Conversation & Comparison/Preference Materials: Worksheets (2 different sets): listing of characteristics; jobs with description of characteristics for those jobs Objective: By the end of the lesson, students should be able compare and discuss employment options. They should also be able to use comparison language when speaking of general preferences. Key Expressions: Would you rather a job that is A or one that is B? Do you prefer A or B and why? I would rather have a job that is A than a job that is B. I prefer A over B because I like A-characteristic more than I like B-characteristic. Assumption: Students are familiar with asking and answering questions Anticipated Problems & Solutions: Potential difficulty expressing preference versus answering yes/no questions CCQs leading to preferential answers, give contrasting examples and require full sentence answers. Possible difficulty describing why continue with leading CCQs. Strategy One (Introduction) Interaction: T>S, S>T Purpose: activate vocabulary Begin descriptive thought process in students by asking for qualities of jobs and work they know of. Offer example professions, asking if that job is physical labor, mental effort, time consuming, detail-oriented, etc. Ask for other examples from the class with descriptions of the type of work. Strategy Two Interaction: T>S, S>solo with worksheet Time: 5-10 minutes Time: 10 minutes

Purpose: students determine preferences for themselves Distribute worksheet with list of factors in professions, including those given previously as examples and more. Examples: work with others, work with the public, work alone, high salary, high/low responsibility, personal growth/benefit, benefit to society, indoor, outdoor, etc. Explain that students are to circle those

characteristics, they would prefer in a job, cross out those they would not want and leave others unmarked if there is no preference.

Strategy Three Interaction: T>S, S>S Time: 10 minutes

Purpose: students question partners on preferences and take notes Distribute sheet two with jobs and characteristic listings. Pair students up. Explain they will ask each other about the different characteristics on the first sheet and whether they would prefer those characteristics in a job (using full sentences, not merely yes/no answers). Questioners will take notes and after going through the list will consult the job sheet and guess which job would fit the others preferences. Questioner and answerer switch roles and repeat. Strategy Four Interaction: S>S Time: 10 minutes

Purpose: students will repeat prior exercise with a different partner, receiving different responses and arriving at a different job possibility Students change pairings and repeat the exercise with the new partner. Strategy Five (Conclusion) Interaction: T>S, S>T, S>S Time: 10 minutes

Purpose: discuss differences in peoples preferences Group discussion of results and possible surprises from questioning. Did both sessions lead to the same suggestion? Ideas on why not, if different. Lead students thoughts into other areas in which comparative preference questions and answers are common. (Examples: living arrangements, vacation destinations, leisure activities, etc.)