Future profession

LESSON:

Topic: Jobs

School:

Date: 01.02.18

Teacher name: Muratova A.

CLASS: 4 “v”

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 ‘ to be’ verb and simple present 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:

• ask and answer to the questions about professions

Most learners will be able to:

• guess the meaning of the words

Some learners will be able to:

• talk about different types of professions

• ask questions about future professions using future tense

Assessment criteria

• talk and think about different types of professions

• Describe what people jobs

• Interview classmates about what they want to be in the future

Language

objectives

Learner can:

-understand sequence of supported classroom instructions

- develop intercultural awareness through reading and discussion

-use present continuous forms with future and present meanings

Value links

Collaboration, helping others

Cross curricular link

World around us

Previous learning

Learners can use present continuous forms to describe what is happening now.

Plan

Planned timings

Planned activities

Resources

6 min

7 min

Org. moment: a) Greetings

Teacher: Good morning, children!

Children: Good morning, teacher!

T: How are you?

Ch: We are fine! And you?

Teacher divides the class in two groups: 1-doctor,

2- teacher

Warm-up

Let's read the tongue-twister quickly.

Cooks cook cupcakes quickly

Learning and lesson objectives presentation

Vocabulary with pictures.

a teacher a vet a cook a dentist a plumber

a fire fighter a doctor a policeman a farmer

a babysitter а tailor

Listen to the song

Learners listen to song in first web link. They

should say about professions while listening again.

Learners do first worksheet task: match workers’ names with jobs. Listen to song again to check.

Task 1

Match the people from the song and the professions.

Listen to the speech attentively

Guess the jobs according to the song

PPT slides

Cards of professions

Handout 1

http://learnenglishkids.britishcouncil.org/en/songs/people-work

PPT 3

Middle

7 min

8 min

4 min

5 min

Task 2

Listen and Read

KITTY: Gran, is that you?

GRAN: Yes, but a long time ago.

KITTY: What was your job?

GRAN: I was a nurse and I helped sick people. I was living in Paris with your grandfather.

It was wonderful. Every day we ate amazing French food!

KITTY: Wow! When I grow up I think I … will?

GRAN: That’s right, we use ‘will’ to talk about the future.

KITTY: I will be a vet and I’ll help sick animals. I’ll live in Australia with Hero. I’ll have a big

house and I’ll eat ice cream every day!

GRAN: Will you really eat ice cream every day?

KITTY: Yes, every day!

GRAN: You will be very sick! You won’t be able to help sick animals. Instead they will

have to help you!

1. True or false?

Circle true or false for these sentences.

a. Gran was a nurse in Paris. true false

b. Kitty will be a vet when she grows up. true false

c. She will live in America. true false

d. She’ll have a big car. true false

e. She’ll eat chocolate every day. true false

f. She won’t be able to help the animals when she’s sick. true false

Task 3.[ PW]. Make up a dialogue using closed and opened questions. (S- S interaction) "What do you want to be?"

D: Hello!

S: Hello!

D: How are you?

S: I'm OK. And you?

D: I'm fine, thanks.

S: What is your hobby?

D: My hobby is listening to music. What is your hobby?

S: My hobby is drawing pictures.

D: What do you want to be?

S: I want to be a doctor. And what do you want to be?

D: I want to be a teacher.

S: Good bye!

D: Good bye!

Descriptor:

Make up a dialogue

Use closed questions.

Use opened questions.

Task 4

Complete the sentences with the verb: "to be"

1) I ... reading a book.

2) He ... working in the garden.

3) They ... cleaning the room.

4) We ... writing a dictation.

5) Mike ... watching TV.

6) Ann ... drawing a picture.

7) The children ... playing tennis.

8) Ben ... drinking cola.

Task 5

Dear children, let’s try to guess a crossword puzzle. Let's complete it.

1. A person who takes care of people in a hospital is called ( doctor)

2. A person who fights destructive fires ( firefighter)

3. A person whose occupation is the making or altering of clothes, especially suits, coats. (tailor)

4. a person who teaches (teacher)

5. a person who helps for peoples’ teeth (dentist)

http://learnenglishkids.britishcouncil.org/en/gr/kittys-dream-job

Sheet of paper

End

3 min

At the end of the lesson, students reflect on:

- `I can explain this aspect to someone else` (green light)

- `I think I understand this aspect but I`d have difficulty explaining (yellow light)

- ` I don`t understand this aspect (red light)

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

• 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 how much vocabulary learners can recall from images on the video without sound and then from video with sound.

• 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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.