School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 12: JOBS
Lesson 1 – Period 1
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | teamwork, integrity, communication, planning and organization |
General competencies | Listening: listen and recognize the jobs, then repeat Critical thinking: talk about jobs Oral communication: speak about jobs, ask and answer the questions |
Attributes | Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 11, Lesson 1.
Option 2: Game: Memory game Review the previous lesson by having the class play the Memory game, using the words: mother; father; sister; brother. - Divide the class into 2 teams. - Each pupil from each team goes to the front and touches 2 squares. If they match the right word with the correct picture, they will get one point for their team. - Encourage pupils to join in the game. - Give points to pupils. | Whole class Group work | ||
EXPLORATION Activity 1. Look, listen and repeat. 8 minutes. | |||
a. Goal: | To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member | ||
b. Input: | - Context a: Minh: This is my mother. Lucy: What’s her job? Minh: She’s a doctor. - Context b: Lucy: This is my father. Minh: What’s his job? Lucy: He’s a teacher. | ||
c. Outcome: | Pupils can understand and correctly repeat sentences in two communicative contexts to ask and answer questions about the job of a family member. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the pictures. Point at each picture, ask questions to help them identify names of the speakers in the pictures. Step 2: Play the recording for Picture a. Play the recording again for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What's her job? and What's his job? and the answers She's a doctor. and He's a teacher. Tell pupils that they are questions and answers to ask about someone's job. | Whole class
Whole class/ Individual work Pair work Individual work | |
KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
a. Goal: | To correctly say the words and use What's his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job | ||
b. Input: | - Picture cues: a. a doctor b. a driver c. a teacher d. a worker - Speech bubbles: What’s his / her job? – He’s / She’s ______. - Flash cards: doctor, driver, teacher, worker Audio script: a. a doctor b. a driver c. a teacher d. a worker A: What’s her job? B: She’s a doctor. A: What’s his job? B: He’s a driver. | ||
c. Outcome: | Pupils can correctly say the words and use What’s his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job. | ||
d. Procedure: | Step 1: Have pupils look at the pictures and elicit the jobs. Step 2: Have pupils point at Picture a (a doctor), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for doctor, driver, teacher and worker and have pupils say the words. Step 3: Point at the bubble and have pupils listen and repeat after the recording (What’s her job?) Point at Picture a and have pupils listen and repeat after the recording (She's a doctor.). Repeat the same procedure with the other three pictures. Step 4: Give pupils time to practise asking and answering the question What's her / his job? Remind them that they can use any of the four pictures to point, ask and answer the question. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class. Game: Listen and choose Let the pupils listen to the recording, then choose the correct picture. This game can be played in groups to make it more interesting. | Whole class/ Individual work Whole class Pair work Pair work Group work | |
PRACTICE Activity 3. Let’s talk. 8 minutes | |||
a. Goal: | To enhance the correct use of What's his / her job? – He’s / She’s ______. to ask and answer questions about someone's job in a freer context. | ||
b. Input: | – Picture cues: a family of four people – Speech bubbles: What’s his / her job? – He’s / She’s ______. – Flash cards for doctor, driver, teacher and worker | ||
c. Outcome: | Pupils can enhance the correct use of What's his / her job? – He’s/ She’s ______. to ask and answer questions about someone's job. | ||
d. Procedure: | Step 1: Hold up the flash cards for doctor, driver, teacher and worker to elicit the question and answer about his or her job. Have pupils look at the picture. Point at the adults in the picture and elicit mother and father and the questions What’s his job? and What’s her job? Step 2: Give pupils time to practise in pairs. One pupil asks the question What's his / her job? and the other answers He’s / She’s ______. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to perform their conversations. Game: Look and say Ask 2 pupils to look at the pictures and practice speaking the structure of the lesson. One pupil asks then the other answers the question. (This can be more interesting when the teacher lets pupils play rock, scissors, or paper to decide who will ask.) | Whole class/ Individual work Pair work/ Whole class Pair work Individual work/group work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Matching game T uses pictures and flashcards. Ask them to find and match. Praise the ones who finish matching. Then ask the class to look and say aloud. Option 3: Preparation for the project: Tell pupils about the project on page 17. Ask them to prepare a mind map to introduce the jobs of their family members. They need to prepare the sentences that they are presenting. In Lesson 2, Period 4, T reminds pupils of what they need to prepare for the project. | Whole class Group work Whole class | ||
BOARD PRESENTATION
......., .................. 2022
Unit 12: Jobs
Lesson 1 – Period 1
1. Words:
a doctor a driver
a teacher a worker
2. Model sentence:
What’s his/her job?
He’s/ She’s ___________.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
|
Unit 12: JOBS
Lesson 1 – Period 2
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | work standards, reliability, motivation, teamwork |
General competencies | Listening: listen and recognize the jobs Reading skill: Look, complete and read Self-control & independent learning: sing a song |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Game: Throw the ball. Step 1: Divide the class into 2 teams. Step 2: Stick the pictures of the activities on the board. Teacher says a word, a pupil from each team has to point/throw the ball to the right picture and says the word three times. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils. Option 2: Game: Spelling bee Review the previous lesson by having the class play the game Spelling bee, using the words: doctor, teacher, driver, worker. Step 1: Divide the class into 4 teams. Step 2: Pupils from each team take turns to go to the front, then choose one letter to form the correct words. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. | Whole class Group work | ||
PRACTICE Activity 1. Listen and tick. 8 minutes | |||
a. Goal: | To listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures | ||
b. Input: | – Picture cues: 1a. a teacher 1b. a worker 2a. a doctor 2b. a driver Audio script: 1. A: This is my father. B: What's his job? A: He's a teacher. 2. A: This is my mother. B: What's her job? A: She's a driver. | ||
c. Outcome: | Pupils can listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures. Key: 1. a 2. b | ||
d. Procedure: | Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the job in each picture. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Repeat Step 1 with Pictures 2a and 2b. Step 2: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Extension: If the time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation if necessary. Game: Listen and choose A or B There are 2 pictures A, B. Pupils listen to the recording and choose the correct one. This can be played in groups to make it more interesting. | Whole class Pair work Individual work Whole class /Group work | |
PRACTICE Activity 2. Look, complete and read. 9 minutes | |||
a. Goal: | To complete the two gapped sentences and two gapped dialogues with the help of the picture cues | ||
b. Input: | – Four picture cues – Four gapped sentences and two gapped dialogues | ||
c. Outcome: | Pupils can complete the two gapped sentences and two gapped dialogues with the help of picture cues. Key: 1. a doctor 2. a teacher 3. a worker 4. a driver | ||
d. Procedure: | Step 1: Have pupils look at the pictures and identify the jobs in the pictures. Step 2: Have pupils look at the four incomplete sentences and dialogues. Draw their attention to the missing words in the sentences. Step 3: Model Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (a doctor). Then have them look at the picture and identify the job. Have them complete the gap. (She's a doctor). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the sentences and dialogues individually. Get pupils to swap books with a partner, then check the answers as a class. Ask a few pairs to read the sentences and dialogues aloud. Game: Role play Step 1: Divide the class into 2 teams. Step 2: Invite each pupil from each team to go to the board and practise “What’s her/ his job? – She’s/ He’s ________.” Step 3: Encourage pupils to practise speaking. Step 4: Give points to pupils. | Whole class/ Individual work Whole class/ Individual work Whole class Pair work/ Individual work Group work | |
PRACTICE Activity 3. Let’s sing. 8 minutes | |||
a. Goal: | To sing the song My mother and my father with the correct melody and pronunciation | ||
b. Input: | The lyrics and the recording of the song My mother and my father | ||
c. Outcome: | Pupils can sing the song My mother and my father with the correct melody and pronunciation. | ||
d. Procedure: | Step 1: Have pupils look at the pictures illustrating the song lyrics and say what they can see in the pictures. Elicit the words worker and driver. Step 2: Play the recording and ask pupils to clap their hands when they hear the words mother and father. Play the recording again for the class to listen and clap their hands. Play the recording again and ask pupils to do the TPR actions for worker and driver when they hear the words worker and driver. Play the recording again for the class to listen and clap their hands. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording a few times for them to practise singing, clapping and doing the actions while singing. Extension: Put pupils into groups and have them create their own actions for the song. Invite groups to the front of the class to perform while the rest of the class sing and/ or clap along. Encourage the class to praise or cheer for the performers. Game: Sing and dance Step 1: Divide the class into 4 teams. Step 2: Play the music for pupils to sing and do the actions. When the music stops, pupils stop their actions. Anyone who can not stop in time will be eliminated. Step 3: Encourage pupils to sing and dance. Step 4: Give points to pupils. | Whole class/ Individual work Whole class Individual work Whole class/ Individual work Group work Team work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Sentence Puzzle Step 1: Divide the class into groups of four. Step 2: Give each group a sentence that is cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Step 3: The faster group will be the winner. Step 4: Encourage pupils to join in the game. Step 5: Give points to pupils.
| Whole class
| ||
BOARD PRESENTATION
......., .................. 2022
Unit 12: Jobs
Lesson 1 – Period 2
1. Listen and tick:
1.a 2.b
2. Look, complete and read:
1. a doctor 2. a teacher
3. a worker 4. a driver
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Unit 12: JOBS
Lesson 2 – Period 3
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | motivation, teamwork, work standards, reliability |
General competencies | Listening: listen and recognize the jobs, then repeat Critical thinking: ask and answer about jobs Self-control & independent learning: perform listening tasks |
Attributes | Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the My mother and my father song.
Option 2: Game: Simon says Review the previous lesson by having the class play the game Simon says, using the words: doctor, teacher, driver, worker. Teacher says “Simon says…” for the pupils to do the actions. When the teacher doesn’t start the sentence with “Simon says”, pupils do nothing. Who can make it until the end is the winner.
| Whole class Whole class | ||
EXPLORATION Activity 1. Look, listen and repeat. 8 minutes | |||
a. Goal: | To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about someone’s job | ||
b. Input: | Context a: Bill: Is she a worker? Linh: Yes, she is. Context b: Bill: Is he a doctor? Linh: No, he isn’t. He’s a nurse. | ||
c. Outcome: | Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about someone’s job. | ||
d. Procedure: | Step 1: Have pupils look at Pictures a and b and elicit the names of the speakers and the people in the pictures. Step 2: Have pupils look at Picture a. Play the recording again for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the questions Is she a worker? and Is he a doctor? and the answers Yes, she is. and No, he isn’t. Tell pupils that they are questions and answers to ask about someone’s job. | Whole class Whole class Whole class/ Individual work Pair work Individual work | |
KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
a. Goal: | To correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job | ||
b. Input: | – Picture cues: a. a farmer b. a nurse c. a singer d. a cook - Speech bubbles: Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. – Flash cards for cook, farmer, singer and nurse Audio script: a. a cook / yes b. a farmer / yes c. a cook / no / a singer d. a farmer / no / a nurse A: Is he a cook? A: Is she a cook? B: Yes, he is. B: No, she isn’t. She’s a singer. | ||
c. Outcome: | Pupils can correctly say the words and use Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job. | ||
d. Procedure: | Step 1: Have pupils look at the pictures and elicit the jobs. Step 2: Have pupils point at Picture a (a cook), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Use the flashcards for cook, farmer, singer and nurse to elicit the words. Step 3: Point at Picture a and ask the question Is he a cook? Elicit the answer Yes, he is. Continue with Picture c to elicit the answer No, she isn't. Have pupils listen and repeat after the recording. Step 4: Hold up a flash card and ask a question. Complete the question with different words for jobs to elicit Yes, she/he is. or No, she/he isn’t. Then have the class repeat the answer. Step 5: Have pairs use the pictures in their books to ask and answer questions. Go around the classroom to offer support. Step 6: Invite a few pairs to point at the pictures and make a dialogue. Game: Listen and choose.
| Whole class Whole class/ Individual work Whole class Whole class Pair work Pair work
| |
PRACTICE Activity 3. Let’s talk. 8 minutes | |||
a. Goal: | To enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context | ||
b. Input: | – Four pictures showing four jobs. – Speech bubbles: Is he / she ______? – Yes, / No, ______. – Flash cards for farmer, nurse, singer and cook | ||
c. Outcome: | Pupils can enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context. | ||
d. Procedure: | Step 1: Hold up the flash cards to elicit the jobs. Have pupils look at the pictures. Point at the pictures and elicit the jobs. Point at a certain person in the picture and elicit the missing words in the gapped bubbles. Step 2: Give pupils time to take turns practising the questions and answers in pairs. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the people in the pictures. Game: Let’s go fishing Step 1: Divide the class into 4 teams. Step 2: Invite 2 pupils from each team to go to the board, choose one question and practise speaking “Is he/ she ________? – Yes, he/she is – No, he/ she isn’t.”. Step 3: Encourage pupils to practise speaking English. Step 4: Give points to pupils. | Whole class/ Individual work Pair work/ Whole class Pair work Group work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings. Option 2: Game: Bingo Step 1: Divide the class into 4 teams. Step 2: Give each pupil one piece of paper. Draw a Bingo grid 3x3 on the board. Ask pupils to tell you the words they have learnt in the lesson. List them on the board. Each pupil chooses nine words from the list to copy into their grid. While they are doing this, copy each word onto a piece of paper, put the pieces of paper into a bag and mix them up. Nominate pupils one by one to pick out a piece of paper and read the word out loud. Pupils having that word in their grids can cross it out. Continue the game until there is a pupil who has all the words in their grid crossed out and calls out Bingo! That pupil is the winner. Step 3: Encourage pupils to join in the game. Step 4: Give candies/stickers for those who get Bingo. | Whole class Individual work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 12: Jobs
Lesson 2 – Period 3
1. Words:
a cook a nurse
a farmer a singer
2. Model sentences:
- Is he/she _____?
- Yes, he/she is.
No, he/she isn’t.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Unit 12: JOBS
Lesson 2 – Period 4
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | reliability, teamwork, motivation |
General competencies | Listening: listen and number Critical thinking: play the game “Clap for yes” Oral communication: ask and answer the questions about jobs Self-control & independent learning in doing tasks |
Attributes: | Diligence: complete learning tasks Responsibility: appreciate kindness to others in class |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Listen and number – Look, complete and read – Let’s play – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song My mother and my father.
Option 2: Game: What do they do? Review the previous lesson by having the class play the game, using the words: farmer, nurse, singer, cook, doctor, worker, teacher and driver. Step 1: Divide the class into 4 teams. Step 2: One pupil from each team will go to the front, look at the picture then answer the question. The fastest pupil will get points. After that, each of them has to say the job word aloud 3 times. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. Option 3: Game: Throw the ball. Step 1: Divide the class into 2 teams. Step 2: Stick the pictures of jobs on the board. Teacher says a word, a pupil from each team has to point/throw the ball to the right picture and say the word three times. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils. | Whole class Group work Group work | ||
PRACTICE Activity 1. Listen and number. 8 minutes | |||
a. Goal: | To listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures | ||
b. Input: | – Picture cues: a. a nurse b. a cook c. a singer d. a farmer Audio script: 1. A: Is she a farmer? B: Yes, she is. 2. A: Is your mother a cook? B: Yes, she is. 3. A: Is your mother a doctor? B: No, she isn’t. She’s a nurse. 4. A: Is she a teacher? B: No, she isn't. She's a singer. | ||
c. Outcome: | Pupils can listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures. Key: 1. d 2. b 3. a 4. c | ||
d. Procedure: | Step 1: Have pupils look at the pictures. Point at each picture to elicit the job. Play the recording twice so that pupils can do the task. Play the recording the third time to give pupils another listening opportunity. Step 2: Check answers together as a class. Play the recording again for pupils to correct their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation if necessary. | Whole class Whole class Whole class | |
PRACTICE Activity 2. Look, complete and read. 9 minutes | |||
a. Goal: | To complete the four gapped dialogues with the help of picture cues | ||
b. Input: | – Four picture cues – Four gapped dialogues | ||
c. Outcome: | Pupils can complete the four gapped dialogues with the help of picture cues. Key: 1. she is 2. he isn't; singer 3. Yes, she is 4. No; farmer | ||
d. Procedure: | Step 1: Have pupils look at the pictures and identify the jobs in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the answers. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask the question, have them look at the picture and answer the question. Have pupils complete the answer (she is). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the dialogues individually. Get pupils to swap books with a partner, then check the answers as a class. Ask a few pairs to read the dialogues aloud. Game: Role play Step 1: Divide the class into 2 teams. Step 2: Invite each pupil from each team to go to the board and practise “Is she/ he a _____? – Yes, she/ he is. No, she/ he is.” Step 3: Encourage pupils to practise speaking. Step 4: Give points to pupils. | Whole class Whole class / Individual work Whole class Pair work / Individual work Team work | |
PRODUCTION Activity 3. Let’s play. 8 minutes | |||
a. Goal: | To revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’ | ||
b. Input: | – A picture showing pupils how to play the game – Flash cards of the unit vocabulary | ||
c. Outcome: | Pupils can revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’. | ||
d. Procedure: | Step 1: Hold up a flash card for driver and ask pupils Is he a driver? and elicit the answer Yes, he is. Ask pupils to clap their hands and repeat the answer. Ask pupils to clap their hands and say Yes, he / she is. if the answer is Yes. Keep holding a flash card for driver and ask another question to elicit No, he isn’t. Ask pupils to stamp their feet and repeat the answer. Ask pupils to stamp their feet and say No, he / she isn’t. if the answer is No. Step 2: Repeat the procedure with the other flash cards. Extension: Invite a few pupils to the front of the class and ask questions. | Whole class / Individual work Group work Individual work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings.
Step 1: Ask pupils to sit in a circle. Step 2: A pupil shows a flashcard for the whole class, then pupils will ask and answer “Is he/she ______? - Yes, he/ she is. No, he/she isn’t.” Step 3: Students who answer correctly will stand up and hold another flash card. Encourage pupils to practise speaking English. | Whole class Individual work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 12: Jobs
Lesson 2 – Period 4
1. Listen and number:
1. d 2. b 3. a 4. c
2. Look, complete and read:
1. she is 2. he isn’t; singer
3. Yes, she is 4. No; farmer
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
|
Unit 12: JOBS
Lesson 3 – Period 5
I. OBJECTIVES: | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | reliability, teamwork, motivation |
General competencies | Listening: listen and repeat Critical thinking: listen and circle Self-control & independent learning: perform speaking in a chant |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song My mother and my father.
Option 2: Game: Picking coconuts Review the previous lesson by having the class play the game, using the words: teacher, nurse, driver, cook, doctor, driver, farmer and singer. Step 1: Divide the class into 4 teams. Step 2: Invite one pupil from each team to the front, listen to the recording and choose the right answer. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. | Whole class Group work / Individual work | ||
KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes | |||
a. Goal: | To correctly repeat the sounds of the letters er and or in isolation, in the words mother and doctor, and in the sentences My mother is a teacher. and My father is a doctor. with the correct pronunciation and intonation | ||
b. Input: | – The letters er, the word mother and the sentence My mother is a teacher. – The letters or, the word doctor and the sentence My father is a doctor. | ||
c. Outcome: | Pupils can correctly repeat the sounds of the letters er and or in isolation, in the words mother and teacher and in the sentences My mother is a teacher. and My father is a doctor. with the correct pronunciation and intonation. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the letters er, the word mother and the sentence My mother is a teacher. Play the recording and encourage them to point at the letter/ word/ sentence during their listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary, and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter or. Game: Listen and choose. Divide the class into 2 groups. Let the pupils listen to the recording, then choose the correct word. | Whole class Whole class Whole class Group work | |
PRACTICE Activity 2. Listen and circle. 9 minutes | |||
a. Goal: | To identify the words mother and doctor while listening | ||
b. Input: | Two pairs of sentences Audio script: 1. My mother is a teacher. 2. Is your father a doctor? | ||
c. Outcome: | Pupils can identify the words mother and doctor while listening. Key: 1. b 2. b | ||
d. Procedure: | Step 1: Draw pupils’ attention to the sentences and tell pupils what to do in the task. Play the recording twice for pupils to circle the correct options. Step 2: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Play the recording so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. Game: Chinese whisper Step 1: Divide the class into four teams. Step 2: Invite 5 pupils from each team to line up. The first pupil gets a card/ listens to the teacher’s whisper. Pupils whisper sentences to the next friends in their lines. The last pupils say the sentences aloud. Step 3: Encourage pupils to join in the game. Step 4: Give points to the teams. | Whole class
Whole class Individual work Group work | |
PRACTICE Activity 3. Let’s chant. 8 minutes | |||
a. Goal: | To say the chant with the correct rhythm and pronunciation | ||
b. Input: | The lyrics and the recording of the chant. | ||
c. Outcome: | Pupils can say the chant with the correct rhythm and pronunciation. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through. Encourage pupils to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters er and or, the words mother and doctors, and the sentences That’s my mother. and My mother is a doctor. in the chant. Step 3: Play the recording line by line for pupils to listen to and repeat. Correct their pronunciation if necessary. Step 4: Play the recording all the way through for pupils to say the chant. Encourage them to clap along while saying the chant. Extension: Divide the class into two or more groups to take turns listening and repeating the chant, while the rest of the class claps along. Game time: Step 1: Divide the class into 4 teams. Step 2: Invite one pupil from each team to stand up and say one sentence aloud, the next one continues. Then take turns reading the chant. Who can make it correctly will get points for the team. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. | Whole class / Individual work Whole class Whole class Whole class Group work Group work | |
Fun corner and wrap-up: 5 minutes | |||
Game: Guessing Step 1: Divide the class into 4 teams. Step 2: Look at the cards (1-8), there are pictures behind them. Let pupils guess the jobs in the pictures. (Spin the lucky wheel to get points.) Step 3: Encourage pupils to take part in the game and practise speaking English. Step 4: Give points to pupils. | Group work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 12: Jobs
Lesson 3 – Period 5
Listen and repeat:
er mother My mother is a teacher
or doctor My father is a doctor
Listen and circle:
1. b 2. b
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Unit 12: Jobs
Lesson 3 – Period 6
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | teamwork, reliability, motivation |
General competencies | Critical thinking: talk about jobs Oral communication: speak about jobs Written communication: practise writing about jobs (Let’s write) |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap-up |
......., .................. 2022
Unit 12: Jobs
Lesson 3 – Period 6
1. Words:
a doctor a teacher
a farmer a pupil
2. Model sentence:
This is a photo of my family.
My mother is __________.
My father is__________.
I am ____________.
