What do you want to be?
From WikiJET, the interactive website for the JET Programme
The What do you want to be? exercise is designed as a "to +infinitve" review activity for Junior High School 2nd grade classes. It's a pairwork interview game where students ask each other a series of "to +infinitve" questions about each other's hopes for their future and thereby deduce their ideal job. Students like this activity because at this age they are all curious about their future, and some of the results that come out are amusing.
Contents |
[edit] Materials required
- One worksheet for each student
- One larger worksheet to demonstrate with on the blackboard
[edit] Procedure
- Hand out the worksheets and have the students make pairs.
- Demonstrate the procedure by interviewing the JTE with a large printout of the worksheet on the blackboard. Tell the class that the questions relate to their future jobs.
- Each student asks their partner the series of questions across the top of the worksheet, one by one. (Do you want to help people? Do you want to help animals? Do you want to be famous? etc.)
- If their partner answers "Yes, I do." then all of the "Yes" entries in that column are circled. If the answer is "No, I don't." then all of the "No" entries are circled.
- Once all of the questions have been asked, the total number of circled answers in each row is counted up and the noted in the Score column. The highest score obtained represents the ideal future job for that student.
- At the end of the activity, you can have the students report back to the whole class what they want to become. (e.g. "I want to be a sumo wrestler!")
[edit] Note
- Make sure that students understand that it is an interview speaking activity. Sometimes students will try to do it as a reading activity and fill out their own sheet with their own answers, rather than interviewing their partner.
[edit] Resources
- What do you want to be? worksheet (Excel spreadsheet)
[edit] Credits
The original idea for this activity came from AJET's Team Taught Pizza.
