LESSON 1 UNIT DESCRIPTION Main theme of unit:...

LESSON 1

UNIT DESCRIPTION

Main theme of unit: Professions and Occupations

Age of students: 9 -11 Language level of students: beginners Language skills focus: (Oral, reading, writing, listening/comprehension) Core vocabulary to be learned: 1. doctor 2. teacher 3. dentist 4. farmer 5. fireman 6. tailor 7. plumber 8. babysitter 9. housewife 10. dancer 11. cook 12. shoemaker .

Main grammar points and/or sentence frames learned: Present Simple How you will organize whole class and small-group work: different organizations along the class (individual work pair work) What is your main purpose and general rationale for implementing this unit? How are you capturing student interests? relations between real life and a fiction story. We are also doing it by using music and a little story with the help of visual aids. What are the learning objectives with measurable outcomes of the unit?

ofessions of people" "Students will be able to comprehend a simple listening text about professions" "Students will be able to differentiate the professions with the help of the tools they use"

menting this unit, and how will you address those challenges? technology we will have all the activities printed and we will use the slides as flashcards.

both during and at the end of the unit? We will use an assessment sheet where we will write the name of the students and what they have learned or not so far. List of materials needed: Photos related to the mentioned jobs, a PowerPoint game.

Professions and Occupations

Class duration: 50 minutes

: 9 -11

Target Vocabulary:

1. doctor

2. teacher

3. dentist.

4. farmer

5. fireman

6. tailor

7. plumber

8. babysitter

9. housewife

10. dancer

11. cook

12. shoemaker

Warming up Activity ( 5 minuutes ) We will stick some flashcards on the board and the students will try to guess what they are and what the lesson will be about. We can make small descriptions of the pictures they are seeing.

Teaching Moment (15 minutes) We present the vocabulary with some jobs photos. We will show these to the kids and we will read the vocabulary out loud. So we will repeat the pronunciation for a few times while we try to show the students the actions these people perform at work by acting. These photos will be stuck on the board

He is a doctor. He treats sick people.

er job?

She is a teache

r. She teache

s at a

scho

ol. She

teache

s Maths, English, Geo

ograph

y etc.

He is a shoemaker. He makes and repairs shoes.

is job?

He is a den

tist. He

pulls ou

t teeth. He

takes

er job?

She is a farm

er. She

grows fruits and

vegetables.

He is a tailor. He makes and repairs clothes.

is job?

He is a fireman. H

e fights fire

s and

helps

peop

le.

er job? She is a housewife. She does housework like cleaning and cooking.

er job?

She is a babysitter. She takes c

are of babies.

is job?

He is a plumbe

r. He

repairs broken pipe

s.

She is a cook/chef. She works at a restaurant and cooks.

What are their jobs? They are dancers. They dance.

Production Moment ( 20 minutes ) After all the kids had the chance to speak, we will play a song related to the topic. The children will sing along. We will use the flashcards again connecting the song with the flashcards

Then they will listen to the song again but this time we will place the flash cards on the board in the correct order as they hear in the song.

We can give then a set of cards so they can put them into order while they listen to the song again. This activity can be done in pairs. THE SONG PEOPLE WORK

He makes trousers, suits and shirts

Comes to see you when it hurts

Wendy Witter, babysitter Minds the kids People work in the country People work in the town People work day and night To make the world go round Mabel Meacher, language teacher Teaches English, French and Greek

got a leak

Keeps your teeth both clean and White

People work in the country People work in the town People work day and night To make the world go round People work in the country People work in the town People work day and night To make the world go round

http://www.britishcouncil.org/learnenglish

LearnEnglish KidsPeople Work

© The British Council/ Spring Gardens 2003

The United Kingdom�’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Part 1 Match the people with the jobs:

1) Gary Gummer a) tailor

2) Mabel Meacher b) plumber

3) Nigel Naylor c) doctor

4) Patty Prentice d) language teacher

5) Penny Proctor e) farmer

6) Peter Palmer f) babysitter

7) Ronny Ryman g) dentist

8) Wendy Witter h) fireman

Part 2 Write the jobs in the boxes next to the pictures, for example:

Part 3 Complete the puzzle with the correct jobs: Down: 1. This person has got sheep, cows and pigs Across: 2. This person fights fires. 3. This person looks after young children. 4. This person visits you when you�’re ill.

5. This person mends things like water pipes, baths and toilets. 6. This person checks your teeth and keeps them clean and white. 7. This person makes clothes like trousers, suits and shirts.

Which of the eight jobs is missing from the puzzle?

1. 2. _ _ _ _ _ _ _ 3. _ _ _ _ _ _ _ _ _ _ 4. _ _ _ _ _ _

5. _ _ _ _ _ _ _

6. _ _ _ _ _ _ _

7. _ _ _ _ _ _

babysitter

Summing up moment (10 minutes) We will show the kids a power point presentation game. They will play the game and they will have to match the names of the professions with the jobs.(The powerpoint game is attached to the post) Homework

LESSON 2


Students age: 9 -11

Target Vocabulary:

1).live

2).make shoes

3).sing

4).count

5).go to bed

6).sleep

7).go

8). stop

9).worry

10).hide

11).give back

Warming up Activity (5 minutes) The studens will be shown pictures of different people (some of them will be workers, some woll be businessmen,rich people, etc) and the teacher will ask questions such us:

"What do you think about this man/woman in this picture?"

"Do you think s/he is rich or poor? why? because s/he is working Becauses/he has a car/plane, etc" The teacher will groups he class: 4-5 students per group and will ask them to find a name for their group and take a piece of paper write that name on the top of the paper.(10 minutes)

Pre reading activities( 10 minutes) The teacher will show the students pictures of the story characters (rich man and the shoemaker) and ask the same question stated before:

Among the anwers we would find : "He's rich because he has money or he's poor because he's got old clothes or because he's working"

The teacher writes the title of the story on the board " THE RICH MAN AND THE SHOEMAKER" and tell them that they are going to read a story named "The richman and the shoemaker". They are supposed to find/write 20 words ( not phrases just words; am is are the poor shoe does not count) that they expect to read in the story. those words can be verbs, adjectives, nouns.

When they finish, the teacher will collect those vocabulary sheets.

While- reading activities (20 minutes) The teacher will write some verbs on the board such as " live - make shoes - sing - count - go to bed - sleep - go - stop - worry - hide - give back "

Them, the teacher will ask the students to mime the actions that they already know. If there's any word that the class does not know the teacher will mime it and the class will try to guess it.These words are verbs used in the story. The the teacher will give the groups pictures of the story but cut into pieces (12 pictures) and ask them to look at the pictures and try to put them into correct order and form the story without the text.

After 5 minutes the teacher will distribute the text piece (texts/sentences are in 12 pieces) and they are supposed to match the text with the pictures and form the story together within the group. After 10 min, the teacher will show the correct order of the pictures plus texts on the projection device and the kids will check if they were right. By that moment the kids will have the whole story and they will read it once again and answer the questions

Summing up moment (Post Reading activity) (10 minutes)

The teacher asks the student work in pairs. Each pair gets a sheet of Shoemaker Story Board Game The game is played with dice and the students take it in turns and try to answer the questions.

17

16

(1) Go back to square 12.

1S

14

" Go forward 4 squares.

13

The Rich Man and the Shoemaker· Lesson 4 CF-

1

18

30 Where does he

hide the gold the

2

Where does he hide the gold the

secon.d time?

32 31

fourth time? ___ ..... __ ... ,

28


27

26(1) 12

38 Can. you coun.t up

to 40?

37

36(1) Go back

to square 15.

40

41 FINISH

• , I

Go back to square

31.

2S 11

Where does the shoemaker hide the

mon.ey the first time?

3 Can. you sin.g

a son.g?

20

Go forward 5 squares.

33 Why does

he give the mon.ey

back?

34


3S

21

22

" Go forward 3 squares .

23

24 Where

does he hide the gold the third time?

10(1)

5


6

7 Can.

you spell 'shoemaker'?

8

G Go forward 5 squares.

© DELTA PUBLISHING

LESSON 3

Unit description

Main theme of unit: Professions and Occupations Age of students: 9-11

Language level of students: Beginners

Language skills focus: Reading, writing, listening/comprehension

Core vocabulary to be learned: 1.) a building site 2.) an engineer 3.) a builder 4.) a carpenter 5.) an electrician 6.) a wire 7.) put in 8.) fix 9.) water pipes 10.) a sink 11.) to place

Main grammar points and/or sentence frames learned: Present Simple

How you will organize whole class and small-group work: Individual work (silent reading of the story), work in pairs (answering the questions and finishing the sentences), group work (a role play).

What is your main purpose and general rationale for implementing this unit:

How are you capturing student interests? which students are to act out the story in the end of the class.

What are the learning objectives with measurable outcomes of the unit? Students will be able to use new profession vocabulary related to a building site. Students will be able to describe what certain professions consider.

Students will be able to retell the story.

Students will be able to match pictures of the professions with their definitions.

d how will you address those challenges? A possible challenge could be group organization. Sometimes children fight for the position in a group, but the teacher can help them organize the groups.

The teacher will assess learners by where we will state what learners are able to do within this lesson).

List of materials needed:

to a building

Professions and occupations LESSON 3


: 9-11

Target Vocabulary:

1.) a building site

2.) an engineer

3.) a builder

4.) a carpenter

5.) an electrician

6.) a wire

7.) put in

8.) fix

9.) water pipes

10.) sink

11.) to place

Warming up Activity: ( 5 minutes )

We will show some pictures related to a building site and ask students what can they recognize from the pictures. They are required to tell all the words they know, not just the words related to professions and occupations. In that way, learners will become familiar with the pictures.

Teaching Moment: (15 minutes)

learners can listen to the pronunciation. If learners do not understand some words from the story, teacher can explain them. After the first reading is finished, learners are required to read the story for the second time, this time in a silent way, individually.

Every Friday afternoon Chris and Fiona visit a building site. It is along their way home and not very far from school. This is the new building site for the new pr Mr. Jeff is the site engineer.

They find that the builders complete the walls this week. The carpenter puts in some windows and doors. They also notice that the plumber fixes the water pipes and the sinks, while the electrician places the wires in the building.

Mr. Jeff tells them that they all work as a team.

Production Moment: (20 minutes) Teacher will give 10 questions (related to the story)for the learners to answer. (work in pairs). 1.) When do Chris and Fiona visit the building site? / Every Friday afternoon. 2.) Where is it? / It is along their way to home-

4.) Is it near their school? / Yes, it is near their school.

6.) What is his profession? / He is an engineer. 7.) What does the carpenter do ? / Carpenter puts in some windows and doors. 8.) What does the plumber do? / Plumber fixes some water pipes and the sinks. 9.) Does the electrician place wires in the building? / Yes, he does. 10.) Do they work as a team? / Yes, they do work as a team.

Next, teacher will ask learners to finish the sentences she writes on the board with their own drawings. So, for example, there will be sentences such as:

1.)

2.)

3.)

Then, learners will do an activity where they are supposed to match sentences with pictures. Read the sentences and match them with the pictures. 1. The plumber fixes the water pipes. 2. The builder completes the wall. 3. The carpenter puts in windows and doors. 4. The electrician puts the wires in the building.

Summing up moment: ( 10 minutes )

The students will have to read the story again. This time, each student will read two sentences. As soon all the students finish reading, they will be divided into 5 groups of four students. One of the students will read the story out loud for the entire class and the other three will take turns in acting out the actions described in the text.

be required to circle what they are able to do in this lesson.

RECORD CARD

By the end of the lesson the students can Yes No Almost

1. Recognize all the professions from previous lessons

2. Reproduce new words correctly

3. Identify the tasks workers perform

4. Use simple present actions correctly

5. Work in groups

6. Be able to produce new sentences

LESSON PLAN 4

Unit Description

Main theme of unit: Professions and occupations

Age of students: 9-11

Language level of students: Beginners

Number of students: 20

Language skills focus: Writing, listening, speaking, reading.

Core vocabulary to be learned: 1.) a car mechanic 2.) a pilot 3.) a barber 4.) a postman 5.) a lifeguard 6.) an astronaut 7.) a judge 8.) a lawyer 9.) a waiter

Main grammar points and/or sentence frames learned: Present Simple

How you will organize the whole class and small-group work: Individual work, pair work, group work.

How are you capturing student interests? related to professions and occupations. Also, we will have a small competition by the end of the class which will arise children's attention.

What are the learning objectives with measurable outcomes of the unit? Students will be able to sing a song. Students will be able to use a new vocabulary related to professions and occupations. Students will be able to write about professions and occupations in their family.

d how will you address those challenges? Possible challenge in this lesson is technology. activities printed and we will use flashcards and pictures.

We will have a short dictation, a short story on professions and occupations, with which we will

spelling, listening, and writing.

List of materials needed: professions and occupations (needed for the final activity), flashcards.

Professions and occupations - LESSON 4


Student's age: 9-11

Target vocabulary: 1.) a car mechanic 2.) a pilot 3.) a barber 4.) a postman 5.) a lifeguard 6.) an astronaut 7.) a judge 8.) a lawyer 9.) a waiter

Warming up activity: (5 minutes) The teacher will check homework that learners had the previous class. The homework consisted of writing a few sentences about professions and occupations of the students' parents or siblings. Teacher will choose five students to read their homework out loud.

Teaching Moment: ( 15 minutes) The teacher will give the students handouthe teacher will play the song (related to jobs and professions), and learners are to read the lyrics and sing along. Then, the teacher will first read the song slowly so that learners can listen to the pronunciation of new vocabulary and then he/she will ask the students to read the song out loud one more time. The method used is known as 'choral reading', students become familiar with the pronunciation of the target vocabulary. After the students have read the song, the teacher will show some flashcards of the new professions and explain what does each of the professions consider.

People in my town Lyrics

I see a firefighter fighting fires. I see a car mechanic changing tires. I see a pilot flying through the air.

I see the people in my town and I say

I see a postman with the mail. I see the police putting folk in jail. I see a lifeguard at the swimming pool. I see the teachers in the local schools. I see the people in my town and I say

Doctors, nurses, astronauts, judges, lawyers in the courts. I see an actor acting on the stage. I see a writer writing on a page. I see a chef working in a restaurant. And a waiter asking what you want.

I see the people in my town and I say

Doctors, nurses, astronauts, judges, lawyers in the courts. I see the people in my town and I say

Production moment: ( 20 minutes)

The teacher will give two activities on the handouts. The first one considers choosing and writing the

correct word from the brackets in order to complete the sentences:

Choose and write the correct word from the brackets to complete the sentences.

1- Pau a) businessman b) banker c) firefighter

2- a) chefs b) teachers c)tailors

3- a)lawyer b) writer c)bookkeeper

4- I repair a) driver b)mechanic c)comedian

5- He flies planes, he is a ................. a)lawyer b)pilot c) shoemaker

Mach and the jobs in column A with the correct endings in Column B.

Column A Column B

1-‐ A nurse a-‐ acts on stage.

2-‐ A police b-‐ works at the swimming pool.

3-‐ An actor c-‐

4-‐ A barber d-‐ works with mails.

5-‐ A postman e-‐ takes care of sick people.

6-‐ A lifeguard f-‐ puts folks in jail.

After these activities have been finished, the teacher will inform students that they are going to

The dictation is related to professions and occupations. The first time teacher reads the text, and

students are required to listen only. The second time, teacher reads the text very slowly, so that

children can write it down. And the third time, teacher reads the text, and students are to make

corrections in their work (if needed).

Dictation:

I love my town. You can find everything here. There is a hospital where many doctors and nurses work. There is an airport where pilots work. We have teachers, plumbers, firefighters, dentists, postmen, shoemakers ready to help you.

Summing up moment: (10 minutes) Children will be divided into two groups of ten kids each. They will form two lines. On the

the professions and occupations we worked with during the last 4 lessons. The elements will be: working clothes plastic tools, and relevant elements people need to work. Teacher will write ten professions on separate pieces of paper (Doctor-Firefighter-Teacher-Postman-Pilot-cook-dentist-shoemaker- plumber and carpenter)

and she/he will make the kids choose one without looking at the papers. After they chose one paper, she/ he will shout: Now! And then one kid from each group will run from their line spot to the desk. They will look for the elements. The first person to have 2 elements and to wear them or handle them in the right way will win one point. (till the end of the class). Example:

Doctor: .

Th

e students can

nam

e

the professions.

The student can tell w

hat this

person do for a living.

The studen

ts can

talk ab

out what

they wan

t to be in the future.

Very good!

Not bad !

Good !

Needs im

proving!

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