Unit 4

The world of work

Teacher’s name

Temirbekova Gaukhar Serimzhanovna (Lenin Secondary School)

Date

17/12/2024

Grade 5

Number present: 10

Absent 0

Theme

People and jobs

Learning objective

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.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

Learners will be able to:

• Identify jobs and places of work

• Ask and answer question about different jobs

• Analyze information in the texts

• Write about their future profession using topic related vocabulary

Assessment criteria

• Demonstarte using of new vocabulary during the lesson

• Ask and answer the questions using new vocabulary

Level of thinking skills

Knowledge and comprehension

Application

Plan

Planned timings

Teacher’s actions

Students’actions

Assessment

Resources

Beginning

2 min

5 min

1 min

4 min

MIddle

5 min

7 min

5 min

7 min

6 min

End

2 min

CLASS ROUTINE

The teacher greets the students. With the aim to create positive atmosphere the teacher asks them about their mood using the emojis on the slide.

Checking the homework

INTRODUCTION

The teacher tries to elicit the topic of the lesson using the picture on the slide. Then demonstrates the lesson objectives.

DEVELOPMENT

(Teacher-students)

The teacher offers the students to watch a video and write translation of the words in the worksheet 1.

Activity 1 (student-teacher)

(P) “Where does he/she work?” The teacher gives puzzles to students. 1 student has jobs and other has places of work. The teachers asks to match the puzzles and answer the question:

• Where does a teacher work?

Differentiation by support: less-able learners get a support from more-able learners in a pair.

Activity 2 (Student-student)

Pair work. Guess the job.

Teacher arranges pairs of student and gives the worksheet with jobs’ description. Then asks students to find the correct word that related to description and stick it.

Differentiation by scaffolding: Students get some support from the teacher while doing the task.

Activity 3 (teacher-student)

(I) “Describe a job”

The teacher offers students to take a card with a job and some questions and elicits them to answer the questions individually and then demonstrate it in front of the class.

Activity 4 (student-student)

(P) “Future professions”

The teacher handouts the worksheets with the 4 texts about the future professions of popular cartoon characters. Then asks students to find specific information about their future profession and reasons of choosing it.

Differentiation by support: Less-able learners are given support from the teacher

Activity 5 (student-student)

(I) “Who do you want to be in the future?”

The teacher gives the cards to students and encourages them to write 2-3 sentences about their future profession. Who do they want to be and why.

PLENARY

At the end of the lesson, the teacher asks learners to reflect on their learning using resume list with questions related to the lesson. And after that choose a number on the white-board and read his/her answer on the question.

Home task

Students book:

Students greet the teacher

Students answer the homework

Students Look at the picture and guess the topic.

Students watch attentively and write the translation of the words in the gaps.

Students do the puzzles and answer the question:

• A teacher works at achool.

Students work in pairs. They read the jobs’ description and stick the correct word on the sheet.

Students take a card and answer the questions individually then present it in front of the class.

Students read the texts, find specific information and fill in the table.

Students write about their future professions and present their answers.

Students give a feedback of the lesson.

Self-assessment Students check the task using the descriptor on the slide. The teacher gives comments while students are checking.

Teacher assessment (oral feedback) the teacher corrects some mistakes and gives comments: Well done, a good job, try better

Criteria-based assessment. The teacher shows the answers on the white board and students check the task. Teacher gives some comments.

Peer-assessment: Students give comments while other students present their work.

Teacher assessment (oral feedback) the teacher corrects some mistakes and gives comments: Well done, a good job, try better

Teacher assessment (oral feedback) the teacher corrects some mistakes and gives comments: Well done, a good job, try better

PPT, slide 1

PPT, slide 2,3,4

PPt, Slide 5,6

Worksheet 1

https://www.youtube.com/watch?v=tQ03ENVgRfg

PPt, Slide 7

puzzles

PPT, Slide 8,9

Worksheet 2

PPt, slide 10

Cards

PPt, slide 11,12

Worksheets 3,4

Slide 13

Cards

Slide 14

Worksheet 5

Slide 15,16

Differentiation – how do you plan to give more support? How do you plan to challenge more able learners?

Differentiation by support: less-able learners get a support from more-able learners in pairs.

Differentiation by types of the tasks: less-able learners work in the first group, more able learners work in the 2^nd group.

Assessment – how do you plan to check students’ learning?

Teacher assessment: Teacher listens to the students’ answers, corrects some mistakes and gives comments.

Good job, try better, excellent!

Peer-assessment:

Teacher chooses one student from each group and asks him to check each group. After that the teachers asks about results and gives comments.

Self-assessment:

Students check themselves using the descriptor.