| LESSON: Unit 4 The world of work Topic: Professions | School: |
| Date: | Teacher name: |
| CLASS: 5 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 5.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics |
| Lesson objectives | All learners will be able to: |
know the different types of jobs describe what people of various occupations do and wear ask and answer to the questions about jobs |
| Most learners will be able to: |
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| Some learners will be able to:
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| Language objectives | Use simple present and simple present continuous tenses |
| Value links | Collaboration, helping others |
| Cross curricular links link | World around us |
| ICT skills | Projector or Smart board for presenting a video |
| Intercultural awareness | Students will be able to explain what people of different occupations do |
| Kazakh culture | Students will be able to differentiate common jobs in Kazakhstan |
| Pastoral Care | Students will be able to understand the importance of doing job and helping people |
| Health and Safety | Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords |
| Previous learning | Learners know the names of some jobs and can use present continuous forms to describe what is happening now. |
| Plan |
| Planned timings | Planned activities | Resources |
| 0-3 minutes
3-10
| Class organisation Learning and lesson objectives presentation Warm-up (W, I) Learners listen to song in first web link. They say jobs they heard then listen again to add others. Record jobs learners remember on board. Learners do first worksheet task: match workers’ names with jobs. Listen to song again to check. Students then classify and record jobs in table. The ‘professions’ require special education and diploma and ‘not professions’ can be done without a special qualification Answer keys: Task 1 e g a f h d c b
Task 2 | Professions | Not Professions | | doctor | farmer | | teacher | babysitter | | dentist | plumber | | fireman | tailor |
| PPT slides
Handout 1 http://learnenglishkids.britishcouncil.org/en/songs/people-work
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| Middle 10-19
20-35
| Teacher pre-teaches then adds to word list on board: helmet, hose, rubbish, uniform, boots, ambulance, brush.
Learners say jobs of people who help us. They look at pictures on the cards and say what workers are wearing and doing e.g.
He’s / She’s wearing ____. He’s / she’s ____ing. In groups, learners agree which job they would like to do to help others and give a reason. They use sentence support, if needed e.g. His job is useful because ________. My __________works as_________. This job helps ____. Make one copy of the jobs worksheet and cut up one set of picture cards for each group.
Formative assessment (I) Differentiation Less able students are given some help from peers. For instance, they may clarify some words. Students fill in gaps with the appropriate words that have been learned before Students have two gaps to fill in themselves about jobs apart from mentioned at the lesson
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IWB
Cards
Formative assessment |
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End 36-40 | “No to no and no to yes” Students are not allowed to use the words ‘no’ or ‘yes’ when answering questions. Questions can be posed by the teacher, in pairs or groups. |
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| Lesson 2 0-10
| Interview (I, P) Ask students what they would like to be in the future. Now they have a chance to speak about their future jobs. Students make up 5 questions that might be asked to a person about his job. The questions include following: appearance, physical requirements, personality, the description of the job
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Handout 2 |
| Middle 10 – 27
27-36
| Classroom arrangements Students interview each other about the jobs that they would like to have in future using the questions they have generated.
Prediction (I) Students ask the questions they have generated to an adult at home (grandprents, parents, siblings etc.) and try to predict their answers in the handouts There is a space in the handout to make some predictions about the possible answer from the adults Hometask Learners have this interview at home by asking these questions to an adult at home who has a job or about the job they had.
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| End 36 - 40 | Plenary Students are organized into groups of four or five to make up the description of people in some jobs. The example is given: Lawyer Neat, well-dressed, hard-working, intelligent, 40 to 50 years old, etc. |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links
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More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard. Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud. More-able learners can be encouraged to use the full range of language from the video when they practise the role-play. |
Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson. Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play? | Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables? Make sure learners have sufficient space to act out the role-play. As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class. |
| Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
| Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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