THE WORLD OF WORK

Long-term plan unit: 4 THE WORLD OF WORK

Lesson 1

CLASS: 5

Theme of the lesson: Jobs

Learning objective (s) that this lesson is contributing to

5.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

5.2.5.1- understand most specific information and detail of short, supported talk on a wide range of familiar topics;

5.3.2.1- ask simple questions to get information about a limited range of general topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary for jobs.

• categorise jobs.

• talk about jobs I would like.

Some learners will be able to:

Success criteria

• Give feedback to others orally

• Recognize detailed information in a short conversation with some support

• Make up basic interrogative sentences and get information about the topic

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Unit presentation

Be curious

• Books closed. Ask: What would be your perfect job?

• Elicit students’ ideas. Ask them to think about enjoying the job, salary, hours, working conditions, and so on.

• Ask students to open their books at page 38.

• Refer students to the photograph and ask them to describe what they can see. To help students with this, check understanding of the following vocabulary and write it on the board: buttons, ribbon, drawings, plans.

• Put students into pairs. Give them a minute to answer the three questions.

• Check answers.

• Tell students that the theme of Unit 4 is work and jobs.

Suggested answers

1 Architect, dressmaker or tailor.

2 An architect: creative, good at maths and drawing.

Dressmaker/tailor: creative, good at sewing.

3 Students' own answers

Warm up

• Books closed. Introduce the topic by eliciting any jobs you think that students may already know the English for, e.g. teacher, doctor.

• Write them on the board.

Practice

1. 1.29 Ask students to open their books at page 39. Read out the word jobs and check that students understand its meaning.

• Elicit brief descriptions of the photos and then ask students

to work in pairs to do the matching exercise. Encourage weaker students to translate the words in Exercise 1 into their own language. You could also encourage students to write example sentences in their notebooks using the new vocabulary.

• Play the recording.

• Students listen to it and check their answers.

Fast finishers

Students can turn to the Vocabulary bank on page 119 and do the Jog your memory! activity.

Answers

1 chef 2 receptionist 3 businesswoman

4 photographer 5 mechanic 6 factory worker

7 actor 8 pilot

2 • Put students into small groups.

• Ask them to look at the photos.

• Ask students to read and answer the questions. Encourage them to agree on their answers as a group rather than come up with a long list of alternatives.

• One member from each group reads out the group’s guesses.

Answers

In a hotel: receptionist, chef

In transport: pilot, mechanic

Creative: chef, photographer, actor

Making things: factory worker, chef

In a company: businessman/woman

Your turn

3 • Read out the questions and check that students understand

them.

• Put students in pairs to ask and answer the questions.

• Ask a few students to report back to the class.

Game

• Play Mime game using the words in Exercise 1.

• See Games Bank on page 28.

4 • Give students a few minutes to write a couple of sentences

about two jobs they think they are the best and why.

• Monitor while students do this task. Help as necessary.

Homework

Set Exercises 1, 2, 3 and 4 on page 27 of the Workbook for homework.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?