LESSON 1
UNI T DESCRI PTI ON
M ain 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 .
M ain 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? :HDUHFDSWXULQJVWXGHQWV¶LQWHUHVWVE\PDNLQJ
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?
³6WXGHQWVZLOOEHDEOHWRWHOOWKHQDPHVRIWKHSUofessions 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"
:KDWGR\RXDQWLFLSDWHDVWKHFKDOOHQJHV\RX¶OOIDFHLQLPSOHmenting this unit, and how
will you address those challenges? 7HFKQRORJ\ZLOOEHRQHRIWKHFKDOOHQJHV,IZHFDQ¶WXVH
technology we will have all the activities printed and we will use the slides as flashcards.
+RZ\RXZLOODVVHVVWKHOHDUQHUV¶SURJUHVV 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
6WXGHQWV¶DJH: 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 M oment (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
tŚĂƚ͛ƐŚŝƐũŽď͍ He is a doctor. He treats sick people. tŚĂƚ͛ƐŚer job? She is a teacher. She teaches at a school. She teaches Maths, English, Geoography etc. tŚĂƚ͛ƐŚŝƐũŽď͍ He is a shoemaker. He makes and repairs shoes. tŚĂƚ͛ƐŚis job? He is a dentist. He pulls out teeth. He takes ĐĂƌĞŽĨƉĞŽƉůĞ͛ƐƚĞĞƚŚ͘ tŚĂƚ͛ƐŚer job? She is a farmer. She grows fruits and vegetables. tŚĂƚ͛ƐŚŝƐũŽď͍ He is a tailor. He makes and repairs clothes. tŚĂƚ͛ƐŚis job? He is a fireman. He fights fires and helps people. tŚĂƚ͛ƐŚer job? She is a housewife. She does housework like cleaning and cooking. tŚĂƚ͛ƐŚer job? She is a babysitter. She takes care of babies. tŚĂƚ͛ƐŚis job? He is a plumber. He repairs broken pipes. tŚĂƚ͛ƐŚĞƌũŽď͍ She is a cook/chef. She works at a restaurant and cooks. What are their jobs? They are dancers. They dance. Production M oment ( 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
1LJHO1D\ORUKH¶VDWDLORU
He makes trousers, suits and shirts
*DU\*XPPHUKH¶VDSOXPEHU
&DOOKLPZKHQ\RX¶YHgot a leak
3HQQ\3URFWRUVKH¶VDGRFWRU
Comes to see you when it hurts
3DWW\3UHQWLFHVKH¶VDGHQWLVW
Keeps your teeth both clean and
White
3HWHU3DOPHUKH¶VDIDUPHU
+H¶VJRWFRZVDQGSLJVDQGVKHHS
Wendy Witter, babysitter
Minds the kids ZKHQWKH\¶UHDVOHHS
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
5RQQLH5\PDQKH¶VDILUHPDQ
&RPHVZKHQWKHUH¶VDILUHWRILJKW
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
‹$QG\+HQOH\7\P.LQJ
‹7KH%ULWLVK&RXQFLO6SULQJ*DUGHQV
http://www.britishcouncil.org/learnenglish
LearnEnglish Kids
People Work
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.
babysitter
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.
1.
2.
3.
4.
7.
_
_ _ _ _ _
5.
_ _ _
6.
_
_ _ _ _ _
_
_
_
_
_
_
_ _ _ _ _ _
_ _ _ _ _ _ _ _
_ _ _
_ _ _ _ _
Which of the eight jobs is missing from the puzzle?
© 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.
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
Class duration: 50 minutes
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 ³Shoemaker Story Board
Game´ The game is played with dice and the students take it in turns and try to answer the
questions.
The Rich Man and the Shoemaker· Lesson 4
18
17
16
3
2
1
Can. you sin.g
a son.g?
Where does he
hide the gold the
secon.d time?
(1)
40
Go back to
square 12.
38
1S
14
"
Go forward
4 squares.
13
(1)
Go back to
square 23 .
27
26(1)
41
Can. you
coun.t up
to 40?
FINISH
•
,
I
(1)
21
Go back to
square 2.
Why does
he give
the mon.ey
back?
22
6
34
Go forward
3 squares .
Go forward
5 squares.
33
"
(1)
Go back to
square 27.
37
36(1)
Go back
to square
7
Can.
you spell
'shoemaker'?
23
8
Go back
to square
3S
24
31.
2S
15.
12
5
31
Where does he
hide the gold the
fourth time? _ _ _....._ _...,
28
20
32
30
CF-
11
Where does the
shoemaker hide the
mon.ey the first time?
Where
does he hide
the gold the
third time?
G
Go forward
5 squares.
10(1)
© DELTA PUBLISHING
LESSON 3
Unit description
M ain 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
M ain 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? :HZLOOFDSWXUHVWXGHQWV¶LQWHUHVWZLWKDQDFWLYLW\LQ
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.
6WXGHQWVZLOOEHDEOHWRDQVZHUWKHTXHVWLRQVIURPWKHVWRU\Ä$YLVLWWRDEXLOGLQJVLWH³
Students will be able to retell the story.
Students will be able to match pictures of the professions with their definitions.
:KDWGR\RXDQWLFLSDWHDVWKHFKDOOHQJHV\RX¶OOIDFHLQLPSOHPHQWLQJWKLVXQLWDQd 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.
+RZ\RXZLOODVVHVVWKHOHDUQHUV¶SURJUHVVERWKGXULQJDQGDWWKHHQGRIWKHXQLW" The
teacher will assess learners by XVLQJµUHFRUGFDUG¶WHFKQLTXH:HZLOOKDYHDµUHFRUGFDUG¶
where we will state what learners are able to do within this lesson).
List of materials needed: Ä$YLVLWWRDEXLOGLQJVLWH³WH[WV3LFWXUHVUHODWHGWRWKHVWRU\Ä$YLVLW
to a building VLWH³FRQWDLQLQJFDUSHQWHUHOHFWULFLDQHQJLQHHUHWFDQGWKHERDUG
Professions and occupations ± LESSON 3
Class duration: 50 minutes
6WXGHQWV¶DJH: 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 M oment: (15 minutes)
7KHWHDFKHULVJRLQJWRUHDGDVWRU\³$YLVLWWRDEXLOGLQJVLWH´RXWORXGDQGVORZO\VRWKDWWKH
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.
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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 prLQFLSDOUHVLGHQFH)LRQD¶VIDWKH
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 M oment: (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,VLWIDUIURPWKHLUKRPH"1RLWLVQ¶WIDUIURPWKHLUKRPH
4.) Is it near their school? / Yes, it is near their school.
:KDWLVWKHQDPHRI)LRQD¶VIDWKHU")LRQD¶VIDWKHUQDPHLV0U-HII
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.) 0U-HII«««
2.) &KULVDQG)LRQD««««
3.) )LRQD¶VIDWKHU«««««
7KH\ILQG«««««««
7KH\DOVRQRWLFH««««
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.
3. The carpenter puts in windows and doors.
2. The builder completes the wall.
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.
7KHILQDODFWLYLW\LVµUHFRUGFDUG¶7HDFKHUZLOOJLYHRQHUHFRUGFDUGWRHDFKVWXGHQWDQGWKH\ZLOO
be required to circle what they are able to do in this lesson.
RECORD CARD
By the end of the lesson the students can 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 Yes No Almost LESSON PLAN 4
Unit Description
M ain 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
M ain 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? :HZLOOGLVSOD\DVRQJFDOOHG³3HRSOHLQP\WRZQ³
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.
:KDWGR\RXDQWLFLSDWHDVWKHFKDOOHQJHV\RX¶OOIDFHLQLPSOHPHQWLQJWKLVXQLWDQd how
will you address those challenges?
Possible challenge in this lesson is technology. ,IZHFDQ¶WXVHWHFKQRORJ\ZHZLOOKDYHDOOWKH
activities printed and we will use flashcards and pictures.
+RZ\RXZLOODVVHVVWKHOHDUQHUV¶SURJUHVVERWKGXULQJDQGDWWKHHQGRIWKHXQLW"
We will have a short dictation, a short story on professions and occupations, with which we will
DVVHVVOHDUQHUV¶spelling, listening, and writing.
List of materials needed: +DQGRXWVIRUWKHVRQJ³3HRSOHLQP\WRZQ´HOHPHQWVUHODWHGWR
professions and occupations (needed for the final activity), flashcards.
Professions and occupations - LESSON 4
Class duration: 50 minutes
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 M oment: ( 15 minutes)
The teacher will give the students handouWVZLWKWKHO\ULFVRIWKHVRQJ³3HRSOHLQP\WRZQ³7KHQ
the 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 ² Lyrics
I see a firefighter fighting fires.
I see a car mechanic changing tires.
I see a pilot flying through the air.
,VHHDEDUEHUFXWWLQJSHRSOH·VKDLU
I see the people in my town and I say
+H\EURWKHU:KDW·VJRLQJGRZQ"
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
+H\EURWKHU:KDW·VJRLQJGRZQ"
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
+H\EURWKHU:KDW·VJRLQJGRZQ"
Doctors, nurses, astronauts, judges, lawyers in the courts.
I see the people in my town and I say
+H\EURWKHU:KDW·VJRLQJGRZQ"
,VD\+H\EURWKHU:KDW·VJRLQJGRZQ":KDW·VJRLQJGRZQ"
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. 12345-
PauOILJKWVILUHVKHLVD««««
a) businessman
b) banker
c) firefighter
:HFRRNGHOLFLRXVIRRGZHDUH««
a) chefs
b) teachers
c)tailors
6KHZULWHVERRNVVKHLVD«««
a)lawyer
b) writer
c)bookkeeper
I repair FDUV,¶PD«««
a) driver
b)mechanic
c)comedian
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-­‐ …—–’‡‘’Ž‡ǯ•Šƒ‹”Ǥ 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 Šƒ˜‡ƒ†‹…–ƒ–‹‘Ǥ–Š‹•™ƒ›ǡ–‡ƒ…Š‡”™‹ŽŽƒ••‡••Ž‡ƒ”‡”•ǯŽ‹•–‡‹‰ǡ™”‹–‹‰ƒ†•’‡ŽŽ‹‰ƒ…–‹˜‹–‹‡•Ǥ
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
WHDFKHU¶VGHVNWKHWHDFKHUZLOOGLVSOD\HOHPHQWVUHODWHGWRHDFKRIthe 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-dentistshoemaker- 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: ;dŚĞƚĞĂĐŚĞƌǁŝůůĚŝƐƉůĂLJĂĚŽĐƚŽƌ͛ƐĂƉƌŽŶ͕ƐƵƌŐŝĐĂůŐůŽǀĞƐĂŶĚĂƐƚĞƚŚŽƐĐŽƉĞͿ. Good ! Very good! ^dhEd͛^ED The students can name the professions. The student can tell what this person do for a living. Needs improving! Not bad ! The students can talk about what they want to be in the future.