Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
Hoïc kyø 2
Unit 5:
Topics
Occupations
Key words
Language Items
a shopkeeper, a cook, a nurse,
a farmer, a taxi driver, a train
conductor, a police officer,
a teacher, a student, a doctor,
a pilot, an engineer, a dentist
(an office worker, a fire
fighter)
Page:
 Who‘s he/she?
He/she’s a cook.
 Who are they?
They are cooks.
 Is he/she a cook?
Yes, he/she is.
No, he/she isn’t.
 Are they cooks?
Yes, they are.
No, they aren’t.
 I am a cook.
Social Language







What’s the matter?
I’m sick.
That’s too bad.
Maybe Mrs. Green can
help you.
Thanks for your help.
You’re welcome.
Get better soon.
Extra activities


Occupation game
Drawing and
describing my
family members
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
Hoïc kyø 2
 Week 1: LET’S START: LET’S TALK, LET’S SING, LET’S MOVE – Period 1 + 2
OBJECTIVES: Ss express how they feel and discuss their daily activities
Emphasizing on Speaking skill.
Topic – Key language
Resources and
Key Activities for Lesson
materials
Introduction
Cultural tip: Married
Integrated skills:
 Weather song
Listening, speaking,
women are usually
 T gives some commands with “Please”: (type, wink, do a cartwheel, play ping pong…
reading, writing
addressed as Mrs. and
then use the let’s move: everyday activities several times: wake up…) and speeds them up.
unmarried women as
 Interview: Sts walk around the class and ask: Who is your best friend? It’s Mai Thy.
Key Vocabulary:
Miss. If you don’t
 Presentation: T gives a meaningful context to lead in the dialogue: (Gogo is not here
a nurse, a teacher,
know if a woman is
today, because he is sick, cold and sad. How can we help?...take him to the teacher? No? He
a student (monitor),
married or single you
needs to see a nurse or a doctor. Today, we learn about feelings and jobs. Let’s sing a song
a police officer, a cook can address her as Ms.
first so we will know what we learn)
Married and single men
Ss listen to the song twice (CD2 track 4) T uses the feeling cards and your feeling ??? to
Sentence Pattern:
are addressed as Mr.
illustrate. Sts clap to keep the beat. Ss sing the song line by line then the whole song.
T models the dialogue with feeling cards while playing the audio (CD2 track 2 )
1. Who’s he/ she?
 Feeling cards:
T (may) teach more occupations: a teacher, a student, a police officer, a cook
He/ She’s the new
sick, hot, cold,
Sts repeat the dialogue several times (whole class, groups, pairs)
nurse.
Sts practice the dialogue in groups of three several times (role play)
tired, sad
2. What’s the matter?  Teacher Cards: 119,
T invites some volunteer pairs to practice in the front.
I’m sick.
T invites 3 volunteer Sts to the front and presents the dialogue (p 38 Student book)
120, 125, 126, 127
Get better soon.
T explains how to use Mr., Mrs., Miss. and Ms., and gives some examples. Then asks Ss
 CD2 track 2 + 4
3. Thanks for your
give more examples.
 Workbook, Skills
help.
Development
book – Page 38+39
You’re welcome.
 Group-work: Sts work in groups of six and create new dialogue with new words. T gives
them clues. For example: lost- Mr. Lee-police officer; hungry- Mrs Wilson-cook; can’t do
the exercise-Miss Van-new history teacher; sick-Ms. Xuan-nurse; bored-John-monitor:
1. What’s the matter? I’m bored. Maybe John can help you. Who is he? He’s a monitor of our class.
 T tells some situations so Sts know when they can say thanks (3rd pattern).
 Find unhappy students: before class, assign 6 Sts to be “unhappy”. All Ss walk around and
ask the others: “What’s the matter” “I’m Ok” is answered by the whole class except 6
“unhappy” Ss. They don’t show their feelings but say: “I’m sick/ tired…” Ss who find the
“unhappy” ones and take them to the stage will win the game.
Consolidation
 Singing: All Ss sing the “What’s the matter?” song again.
 Exercises: Workbook (p 38 + 39), Skills book (p 38 + 39)
 Story time
Page:
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
 Week 1: LET’S LEARN – Period 3 + 4
OBJECTIVES: Ss learn about occupations with the pronouns “he/she”
Emphasizing on reading skill.
Topic – Key
Resources and
language
materials
Hoïc kyø 2
Key Activities for Lesson
Introduction
Integrated skills:
Listening, writing
speaking, reading
Key Vocabulary:
a shopkeeper, a
farmer, a taxi driver,
a train conductor, an
office worker (a
teacher, a student, a
police officer, a cook)
 Character cards:
Gogo
 Teacher Cards: 118127
 CD2 track 8, 12, 14
 Word Cards and
pictures about
occupations
 Workbook, Skills
book – Page 40+41
 Weather song
 Song: “What’s the matter?” with gestures
 “Who’s he/she?” game: T writes the definition on the board. Sts read and guess the
occupation (Maybe Mr. Lam/Ms Lan/ Hoa can help you when you are lost/sick/sad/hungry/
can’t do the exercises…)He/She is a cook.
 Presentation: T gives a meaningful context to lead in the dialogue (Yesterday, I had a very
special day and I was so excited. Look at me and guess what I am…(do the gesture as a cook/
a nurse/a farmer, a taxi driver… Today, we learn more occupations and some days later we
will have a special occupation day! ) Ss listen to CD2-track 8 while T shows T-cards and
sticks them on the board and give Ss the explanations about jobs. T numbers the T- cards and
says the objects, Ss say the number. T says the number, Ss say the words then T speeds it up.
T and Gogo ask and answer the 2nd pattern using CD2 track 12. Ss in pairs practice the 2nd pattern.
Development
 Matching game: Each S receives a card with information about an occupation. They walk
around the class, read and say their cards to others and they stand in groups if they have
correct picture cards and word cards (A teacher – helps students/ a nurse – helps sick people/
a cook – helps hungry people/ a student – helps other students/ a police officer – helps lost
people/ an office worker-works in an office/ a shopkeeper – works in a shop/ a farmer- works
on a farm/ taxi driver- drives a taxi/ a train conductor/ checks the fare)
 True – False: T writes on the boards some true/false sentences with pictures about
occupations. Ex: Who are they? Tung (real name) is a teacher. Mr. Huy is a farmer... Ss read
the questions and write a True/ False for the answers. After they’ve finished writing, T calls
some Ss and the whole class check it. They use 2nd pattern. All Ss check the exercise when
they listen to CD2 track14.
 Sentence building: T gives each group a set of word cards. Sts rearrange the cards, walk to
the front, stand in the correct order and they show the others their sentence. (They are Mr.
and Mrs. Brown. They are teachers...)
Consolidation
 Concentration give 4 groups 4 sets of words and pictures (in each set, there are picturequestions and word- answer. Ex: picture – question: “Is he a cook?”(picture: a farmer) They
have to find the “No, he isn’t” word- answer…)
 Exercises: Workbook (p 40+41) Skills book (p 40+41). Story time
Sentence Pattern:
1. He/She’s a cook.
2. Who’s he/she?
He/She’s a cook.
3. Is he/she a cook?
Yes, he/she is./
No, he/she isn’t.
Page:
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
Hoïc kyø 2
 Week 1: Station Work – Period 5 + 6
Objective: review vocabulary of occupations, numbers, food and drink based on Listening comprehension
Save the princess and the prince
There are 6 stations in this station work. Each station is a level (from easy to hard). Satisfactory and Need to be improves Ss have to pass 4
levels, Fair Ss have to pass 5 levels and Good and Outstanding Ss have to pass all. T gives each Ss a (blue, orange or yellow) passport depend
on their level. (For example: Good Ss have yellow cards, the Fair ones have the orange and the rest have the blue ones.) All Ss have to have a
notebook + a pencil (and crayons). They can start at any level they like. There is a student-guard at each station. When Ss move to a station,
they have to answer or do what the guard requires them to do. If they pass, the guard will write on their passport the number of that level but if
not they have to try again later. When they finish enough or more levels they are required, they win the game and they can save the princess and
the prince then get a present.
Level 1: Listen and point: T prepares T-cards (118-127). The guard asks each S to point to four or five T- cards
Level 2: What’s his job? T copies T book page 182, writes names around the pictures and T writes sentences for the guard. The guard says the
sentences and asks each S to match the name with the tool. (Ex: What does Mr. Brown do? / What’s Mr. Brown’s job? He is a cook…Then S
does the task by pointing)
Level 3: Writing: T prepares 10 words: a shopkeeper, a cook, a nurse, a farmer, a taxi driver, a train conductor, an office worker, a police
officer, a teacher, a student. The guard spells 2 words to each S and he/she has to write down on his/her notebook the words correctly.
Level 4: Drawing: The guard asks each S to draw a picture about occupations.(Draw a cook. His name is Minh…) The guard checks his/her
drawing and asks: (Is Minh a cook?) Ss have to give the correct answer.(Yes, he/she is…)
Level 5: What does a shopkeeper want? T writes sentences for the guard. The guard says 2 people  ???? ( mentions 2 people) (Ex: Who is
she. She is Ms Wilson. What does she want? She is hungry, She wants some pasta… ) Then the guard asks Ss to write the occupations, the name
and draw the tools.
Level 6: Complex listening: T prepares the sentences for the guard. The guard gives each S answer 5 parts about ????? (answer here is a verb
or noun )
 Drawing: let’s draw a boy/girl/man/woman…
 Names: He/She is a cook…
 Age/ members of family: He/She is eleven year old./ There are ten people in his/her family …
 Favorite: He/She is very hungry and thirsty. He/She wants a sandwich… and lemonade…
 Abilities: He/She can swim and dance…
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Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
Hoïc kyø 2
 Week 2: LET’S LEARN MORE – Period 1 + 2
OBJECTIVES: Ss identify, ask and write about occupations with they
Emphasizing on Writing skill.
Topic – Key
Resources and materials
Key Activities for Lesson
language
Grammar tip: Tell the Sts
Introduction
that they are is never
 Weather song
contracted in Yes, they are.  Board Race: Ss stand in 3-4 lines and T says an occupation then the 1st S in each line run
Integrated skills:
Listening, Writing
and write the correct words on the board and the others take their turns.
Speaking, Reading
 Character cards: Gogo  Presentation: T gives a meaningful context to lead in the Vocabulary (Gogos sees many
people on the occupation day. And he counts 1 farmer, 2 farmer, 1 teacher, 2 teacher. That is
 Teacher & Student
Key Vocabulary:
not correct. Do you know how to correct him?... Today we learn occupations in plural to
Cards: 119 -137
teachers, police
help Gogo. Do you agree?...)
 CD2 track 4, 15, 18, 19
officers, doctors,
T teaches the plurals form with T cards (130-137) and CD2 track15 and compares with the
 Workbook, Skills book
pilots, engineers,
singular ones.
– Page 42 + 43
train conductors,
Ss practice the 1st pattern (whole class, each group, then individual)
fire fighters, taxi
T divides Ss into question-group and answer-group then asks them to say the sentences as
drivers, students,
they listen to CD2 track 18+19. Then Ss work in pairs and practice the 2nd pattern on page
dentists
43.
 Find the partners: Ss to the right write the singular occupations and the ones to the left
Sentence Pattern:
write the plural occupations. Then they walk around and find their partners. (He’s a pilot.
1. They’re pilots.
They are pilots…)
2. Who are they?
Development
They’re Mr.
Jones and Mr.
 Guessing game: T invites 10 Sts to the front and whispers the occupations in their ears.
Lee. They’ re
They have 20 seconds to show their jobs with gestures then they are frozen. The others work
pilots.
in groups, write down each answer in their notebooks then quickly say them out loud, using
3. Are they cooks?
the 3rd pattern.
Yes, they are.
 Interview: Ss write in their notebooks names, occupations and they have to interview, find
No, they aren’t.
and write four other jobs from their friends as fast as possible. (Mr Lee and Han are doctors)
Consolidation
 Funny Names: Ss work in groups of 4. In each group, Ss choose 4 occupations and they
themselves create the names related to the first letter of the occupations, write their new
sentences and say them to the class. (Ex: Who are they? They are Mr. Clerk and Ms. Clown,
the Cooks. Who are they? They are Mr. Dat and Mrs. Dung, they are Dentists…)
 Exercises: Workbook (p 42+43), Skills book (p42+43)
 Story time
Page:
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
 Week 2: LET’S BUILD – Period 3 + 4
OBJECTIVES: Ss listen to the occupations and abilities
Emphasizing on Listening skill.
Topic – Key
Resources and
language
materials
Hoïc kyø 2
Key Activities for Lesson
Introduction
 Weather song
Integrated skills:
Listening, writing
speaking, reading
Review Vocabulary:
occupations
Sentence Pattern:
1. Who is Mr.
Jones?
He is a cook.
2. What do you want
to be?
I want to be a
cook.
 Teacher & Student
Cards: 118 -137
 CD2 track 4, 22, 23
 Workbook, Skills
book – Page 44 + 45
 Chinese Whisper: T invites 3 Ss to the front and whispers to them an occupation. Then they
have to whisper the jobs to their group one by one. The last S of each line runs to the front
and says out loud the job.
 Board race: Sts stand in three lines and listen to T (Who is she? She is Miss Wilson. She is a
cook…), find the correct cards which are put on the desks and put them on the board.
 Listening: Ss listen to CD2 track 22 and write the correct numbers on their book p44A.
(T may put on the board more teacher cards and says the sentences and Sts numbers the
pictures, so they have more opportunities to practice their listening skill )
 T writes on the board the jobs and names in two lines. Sts listen to CD2 track 23 and match.
Then they practice with their partners with book opened.
 Guessing game: T gives 1 card faced down and asks “or question”. (Is Ms. Lee a teacher or
a doctor?). Sts guess the job and say out loud. T shows the answer “Yeah, She is a
teacher…”. After playing game, Sts work in pairs and do the exercises on their book p 45
C+D
Development
 Bingo game: Sts draw/write their own (3-6) jobs, listen to teacher and check.
 Spelling Fun: T spells an occupation but pauses at some letters and asks Ss to guess what
the job is. The one who can guess the word correctly will spell the next word.
Consolidation
 Interview: Sts draw on their notebooks their jobs in the future. They talk to T about their
jobs then they walk around, interview the others using the 2nd pattern and they take notes.
 Exercises workbook (p 4+45), Skills book (p 44+45)
 Story time
Page:
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
 Week 2: Station Work – Period 5 + 6
Objective: review vocabulary of occupations, numbers based on writing task
Hoïc kyø 2
* Station 1:
A. Broken words (from page 96- from Primary Grammar Box by Caroline Nixon and Michael Tomlinson). Ss have to connect the beginning with
the ending and write them down. (Ex: office-worker)
1. office worker______
2. _________________
3. _________________
4. _________________
5. _________________
6. _________________
7. _________________
8. _________________
9. _________________
10. _________________
B. Multiple-Structure Interview: T gives each S a piece of paper. Ss uses two patterns to interview their friends then fill in the box:
1. What does Mr. Green do?/ Who is Mr. Green? He is a cook.
2. What’s his/her telephone number? It is 37150330.
Name
Occupation Tel.number
Name
Occupation
Mr. Green
Cook
37150330
Mr. Green
Mr. Blue
Mr. Blue
Dentist
Ms. Wilson
Ms. Wilson
John
John
Mai
Mai
Name
Occupation
Mr. Green
Mr. Blue
Ms. Wilson
John
Shopkeeper
Mai
* Station 2:
Tel.number
38658492
Name
Mr. Green
Mr. Blue
Ms. Wilson
John
Mai
Page:
Tel.number
37189456
Occupation
Tel.number
Student
375849255
Name
Mr. Green
Mr. Blue
Ms. Wilson
John
Mai
Occupation
Tel.number
Office worker
38918981
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
A. Broken words: Ss have to connect the beginning with the ending and write them down. (Ex: office-worker)
1. He/She is an office worker. ____
2. They are ___________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
8. ___________________________
9. ___________________________
10. ___________________________
Hoïc kyø 2
B. Multiple-Structure Interview: T gives each S a copy of interview form. Ss use three patterns to interview their friends then fill in the box:
1. What does Mr. Green do?/ Who is Mr. Johnson? He is a police officer.
2. Where does he/she live? He/ she lives in Dalat.
3. What’s his/her telephone number? It is 37150347.
Name
Occupa Place
Tel.
Name
Occupation Place
Tel.
Name
Occupati Place
Tel. number
tion
number
number
on
Mr.
Police Dalat
37150347
Mr.
Mr.
Johnson officer
Johnson
Johnson
Mr.
Mr.
Taxi driver
Nha
39857625
Mr.
Nam
Nam
Trang
Nam
Ms.
Ms.
Ms.
Engineer Brazil
36548975
Nguyet
Nguyet
Nguyet
Lam
Lam
Lam
Ngoc
Ngoc
Ngoc
Name
Mr. Johnson
Mr. Nam
Ms. Nguyet
Lam
Ngoc
Occupation
Doctor
Place
Tel.
number
Tokyo
32145698
Page:
Name
Occupation
Place
Tel. number
Mr. Johnson
Mr. Nam
Ms. Nguyet
Lam
Ngoc
Train conductor
HCM city
36985214
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
Hoïc kyø 2
* Station 3:
A. Broken words : Ss connect the beginning with the ending , write them down and match: (Ex: doc_tors___help( s ) sick people)
1. He/She is an office worker. She/He _______________

help(s) sick people
2. They are doctors. They help sick people.

work(s) in an office
3. ______________________________

drive(s) a taxi
4. ______________________________

work(s) on a farm
5. ______________________________

put(s) out fire
6. ______________________________

work(s) on a train
7. ______________________________

work(s) in a police car
8. ______________________________

sell(s) things
9. ______________________________

build(s) building
10. ______________________________

fix(es) teeth
Page:
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
Hoïc kyø 2
B. Multiple-Structure Interview: T gives each S a copy of interview form. Ss use four patterns to interview their friends then fill in the box:
1. What does Mr. Binh do?/ Who is Mr. Binh? He is a teacher.
2. Where does he/she live? He/ she lives in Hanoi.
3. What’s his/her telephone number? It is 36548729.
4. How is he/she now?/ How does he/ she feel? He/ She is hot.
Name
Occupation
Place
Tel.number Feeling
Name
Mr. Binh
Teacher
Hanoi
36548729
Mr. Binh
Hot
Mrs. Lee
Mrs. Lee
Ms. Xuyen
Ms. Xuyen
Hoa
Hoa
Tung
Tung
Name
Occupation
Place
Tel.number Feeling
Name
Mr. Binh
Mr. Binh
Mrs. Lee
Mrs. Lee
Ms. Xuyen
Dentist
Japan
32145687
Cold
Hoa
Tung
Tung
Occupation
Place
Tel.number Feeling
Engineer
Ha Long 39137585
Mr. Binh
Mrs. Lee
Ms. Xuyen
Hoa
Tung

Week 3: EXTRA ACTIVITIES
Page:
Sad
Place
Tel. number
Feeling
Fire fighter
Hue
36958471
Tired
Occupation
Place
Tel. number
Feeling
Student
Long An
35789641
Sick
Ms. Xuyen
Hoa
Name
Occupation
Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations
OBJECTIVES: Ss review the occupations
Topic – Key
language
Resources and
materials
Hoïc kyø 2
Key Activities for Lesson
 Activity 1: Competition: T write the letters ( P L I O C E N M A) on the board and asks Ss
write as many words as possible. The words in occupations (cant ???) get double points or a
long words can get more points than the short ones. The one who can use all letters can get
triple points and get ten point for the answer (POLICE MAN) (the sentence in red above
cannot be understand and it is incorrect grammar!!!!)
Integrated skills:
Listening, speaking,
reading, Writing
A4 or A3 paper
Sentence Pattern:
1. Is he/she a
doctor?
Yes, he/she is.
A5 paper
No, h/she isn’t.
2. This is my father.
He is an engineer.
3. Who is he/she/
Teacher book p.182
Who are they?
He/She’s Mr…./
They’re cook(s)
Reader 5: What’s the
matter?
 Activity 2: Drawing and describing members of my family (Project) Sts use a A4 (or A3)
paper to draw and take notes (members of their family and job). E.g. This is my father. He is
an engineer…. Sts interview their friends about their families.
 Activity 3: My future job (project) Sts draw on a flower (or any background) their future
job and write notes below their pictures (I want to be a nurse because a nurse can help sick
people…) T decorates the classroom with his/her Sts’ products on the board or chart.
 Activity 4: Occupation game (Teacher’s book p 182) Sts work in pairs and play the game
with dices, follow the instructions and use the 1st pattern.
 Activity 5: Who can help me? (Reader 5: What’s the matter?): T gives sentences to Sts and
they group them into topics. T shows Sts the Reader 5 and reads it to Sts. Sts may make a
book with the information they create.
 Activity 6: Dice game: T puts 6 teacher cards on the board, writes names and number under
each card. Sts play the game with dices and use the 3rd pattern.
Teacher-cards:
122+123+124+
130+131+134
Teacher book p.183
 Activity 7: Concentration T gives 4 groups 4 sets of words and pictures (in each set, there
are pictures (on teacher’s book p 183) and word- questions. Ex: picture: Mr. and Mrs. Bond
(police officers) They have to find the “Are they police officers?” word- question) ???
 Activity 8: Guessing game: T invites 5-8 Sts to the front and whispers to them their
occupations. They have 20 seconds to show their jobs with gestures then they are frozen. The
others have to guess their jobs.
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