English Garde 5 The world of work Work past and future 2 Lesson Plan

Unit 4. The world of work

Term 2

LESSON: Work past and future 2

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing  range of general and curricular topics

5.S2  ask simple questions to get information  about a limited range of general topics

5.S6  communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W8  spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

All learners will be able to:

·         understand the main idea about the work

·         practise speaking skills through communication and getting information about the future work

·         improve writing skills through spelling some of the words accurately

Most learners will be able to:

·         understand the speaker’s viewpoint about the work

·         practise speaking skills through communication and getting information about the future work

·         improve writing skills through spelling the most of the words accurately

Some learners will be able to:

·         understand and explain the speaker’s viewpoint about the work

·         practise speaking skills through communication and getting information about the future work

·         improve writing skills through spelling all the words accurately

Language objectives

Use simple present, past and future tenses

Value links

Respect and support classmates’ points of view and their choices

Cross curricular links   link

Biology

ICT skills

Smart board for presenting a PowerPoint Presentation

Intercultural awareness

Students will be able to understand that every work is important and worthy

Kazakh culture

Students will be able to value the work in Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Work past and future

Plan

Planned timings

Planned activities

Resources

Lesson 1

Beginning

5-min

Class organisation

Warm-up and lesson objectives presentation

Warm-up (W, I)

Learners should guess a topic of the lesson through listening to a song ‘What do you want to be?’ 

Teacher introduces the lesson objectives.

PPT

(slides 2-3)

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

Middle

4-min

4-min

2-min

2-min

5-min

8-min

8-min

Lead-in

Discussion (W, P)

Teacher asks students to work in pairs discussing the following questions:

-  Do you like animals? Why/Why not?

-  Would you like to work with animals? Why/Why not?

-  Do you know anyone whose work is connected with animals?

Vocabulary (I)

Learners are given a task to match the pictures with the words and their meanings. They check the answers looking at the PPT.

Pre-listening (W, P)

Before watching a video about a boy and his family members, learners try to predict his answer for the question: Will the boy work with animals like the rest of his family? Why/Why not?

Students match the family member with their picture and their job. They compare their answers with the pairs and check as a whole class.

Listening (I)

Learners write the missing words in the sentences (task 2).

Writing (I)

Students complete the sentences about their families.

Differentiation

Fast finishers write 4-5 sentences and less able students are given the same tasks, but they must write two sentences.

Speaking (W,P)

Learners make a questionnaire to find out what types of jobs their classmates would like to do with animals: vet, zoologist, ecologist, dog groomer, dolphin trainer.

The questionnaire could include:

-   Would you like a job with animals?

If yes:

-   Would you like to be a vet? Would you like to be a zoologist/ ecologist/ dog groomer/ dolphin trainer?

If no:
What kind of job would you like?

Students mingle around the class to talk to each other asking the questions. They give their own conclusion relying on the questionnaires they have done.

Homework

Learners write and draw a picture answering the question: ‘What do you want to be when you grow up?

PPT

(slide 4)

Handout 1

PPT

(slides 5-10)

PPT

(slide 11)

http://learnenglishkids.britishcouncil.org/en/short-stories/what-will-i-be-when-i-grow-up

Handout 2

(task 1)

Handout 2

(task 2)

Handout 2

(task 3)

PPT

(slide 14)

Copybooks

End

2-min

Feedback (W)

Learners say what went excellent, good and average.

PPT

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?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?