Lesson plan "Outdoor, factory and service jobs "Unit 4

LESSON: Unit 4 The world of work

Outdoor, factory and service jobs

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

5.W3  write with  support factual descriptions at text level which describe people, places and objects

5.L6  deduce meaning from context in short, supported talk on an increasing  range of general and curricular topics

Lesson objectives

All learners will be able to:

·         ask Yes/NO questions to find partner’s assigned job

·         tell about common things between fishermen and farmers with some support

·         write sentences about farmer’s job with some mistakes

·         have 7-8 correct answers out of 13 in the listening task

Most learners will be able to:

·         ask different  questions by using demonstrated  question types  to find partner’s assigned job

·         compare fishermen with farmers and tell similarities and differences with some support  

·         write at least 4 sentences   about farmer’s job by using given vocabulary

·         respond correctly to minimum of 10 questions while doing  listening task

Some learners will be able to:

·         tell about  similarities and differences between fishermen and farmers  by using appropriate vocabulary without any support

·         write more than 4 sentences about farmer’s job by using given vocabulary

·         respond correctly to all questions in the listening task

Language objectives

Use simple present tenses

Value links

Respect, Support, Trust

Cross curricular links   link

Geography and Economics

ICT skills

Projector or Smart board for presenting a video

Intercultural awareness

Employment throughout the world

Kazakh culture

Outdoor jobs in Kazakhstan

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

Professions

Plan

Planned timings

Planned activities

Resources

Lesson 1

0-2 minutes

10

Class organisation

Learning and lesson objectives presentation

Warm-up

Teacher asks learners to  look at images of jobs and guess the job by listening to clues.  The name of job appears below of its image  as students guess correctly.

1.       This person  is trained in or good at sports (athlete)

2.       This person  is skilled at drawing, painting (artist)

3.       This  person who bakes bread and other products using an oven (baker)

4.       Someone who is in the aviation industry, and who is able to operate aircraft in order to transport passengers or goods from one location to another (pilot)

5.       This person uses tools to  build or repair machinery (mechanic)

6.       A person who cleans, especially one whose regular occupation is cleaning offices, buildings, equipment (cleaner)

7.       This person prepares food for consumption (cook)

8.       This person with a medical degree trained to take care of the health of animals (vet)

9.       A person who designs and constructs buildings (engineer)

10.   This worker talks to people, makes notes and writes for a newspaper. (journalist)

11.   This person sells meat (butcher)

PPT slide 1

Middle

10

10

10

Lesson 2

 10

20

7

·      Vocabulary work

Revise the occupation vocabulary by  asking students to add more  words to the list they already guessed. Brainstorm with the class and write words  on the board as pupils call it out.

Organise the class into four teams. Ask a student to come to the front of the class and give him a her a job card. (e.g. doctor)   Say the whole class can ask a maximum of 10 questions to discover his/her job. He/she can only give Yes or No  answers. Demonstrate the question types and their short answer forms:

Do you work in a hospital?    -Yes, I do/ No. I don’t

Do you work with children?  -Yes, I do/ No, I don’t

Have you got  a tractor?         -Yes, I have/ No, I haven’t

Can you sing?                         -Yes, I can/ No, I cannot

The team which guesses the job keeps the card. The team with the most cards at the end is the winner.

Differentiation

  If necessary write some model questions on the board to help weaker classes

Learners look at images of farmers and fishermen and say what they have in common. Encourage use of sentences e.g. Farmers and fishermen are / work / give us/  can/ like ____. Elicit that they both are outdoor jobs .

Teacher keeps showing learners pictures on farmers’ work and ask students to look at four slides and say what farmer does. E.g. In the autumn the farmers plough the field to break up the soil.  They  use tractors to plant seeds. The seeds get sun, rain and they need fertilizer. They grow into wheat. Farmers then use different tractors to cut the wheat. Elicit the answer from students  and teach the needed phrases and words by writing on the board. E.g.   to plough the field, to break up the soil,  fertilizer, to plant seeds, wheat, to cut the wheat, etc…

Formative assessment  (W)

Learners then listen and write:   Farmers are strong. They work outdoors. They give us food. They like helping us.  

After learner write four sentences, ask them to continue and write 4 more sentences about farmers job using the vocabulary on the board.  After they finish, make students  read their sentences and check structure of sentences and word order.

Differentiation

Less able students are given some help from teacher.. For instance, teacher can help with making up a sentence.

Teacher draws on the board 4 columns and writes  outdoor, factory, transport, service and entertainment jobs separately. Students work in pairs and try to find relevant jobs for each given type. Teacher should encourage them to find as many jobs as they can.

Elicit the answers as a whole class and write on the board.

Formative assessment (L)

Learners listen to five different people talking about their jobs and do the matching and multiple choice tasks to practice their listening.

Teacher plays the recording twice. Students match the speaker with the job when they listen for the first time and do the multiple choice task during the second time.

Students swap their papers with each other as they finish listening to do some peer checking. Teacher elicits the correct answers and monitors as students do peer checking.

Learners  look at jobs from the listening task and sort them  into outdoor,  transport, service and entertainment jobs.

“Job cards” worksheet

PPT slides 2-3

Writing worksheet

Listening worksheet

End

3

Plenary

Name one thing you would like to know more

Give one thing which you find difficult

Name one thing you liked most

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

·      By support

·      By outcome (results of formative assessment)

·       Teacher’s monitoring

·       Collaboration and support

·      Life –long learning

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?