Short term plan

Topic: Professions

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

• know the different types of jobs
• describe what people of various occupations do and wear
• ask and answer to the questions about jobs

• predict the answers to the questions about jobs
• think critically about the different aspects of jobs by generating questions

• understand the features of jobs that are not given the at the lesson

6-15

Game “The words”

Learners make a big circle and one of the learner say a word and the last letter will be the 1st letter of the second word.

Divide learners into 2 groups with picture

1 group- policeman

2 group – sailor

Learning and lesson objectives presentation

Warm-up (W, I)

Learners listen to song in first web link. They say jobs they heard then listen again to add others. Record jobs learners remember on board.

Presentation of new vocabulary with pictures

Doctor-дәрігер

Farmer-фермер

Babysitter-бала күтуші

Teacher-мұғалім

Dentist-тіс дәрігері

Fireman-өрт сөндіруші

Plumber-сантехник

Tailоr- тігінші

Friendly-достық

Brave-батыл

Hardworking-еңбекқор

Fit-жарамды

Careful-сақ

Polite-сыпайы

Calm-сабырлы

Patient-емделуші,шыдамды

Creative-шығармашыл

Task 1.

Learners do first worksheet task: match workers’ names with jobs.

Task 2.

Students then classify and record jobs in table.The ‘professions’ require special education and diploma and ‘not professions’ can be done without a special qualification

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

Handout 1

Cards

To appreciate each other with flowers

15-35

• Vocabulary work (W, G)

Formative assessment

Differentiation

Task 3.

Less able students are given some help from peers. For instance, they may clarify some words.

Students fill in gaps with the appropriate words that have been learned before

Students have two gaps to fill in themselves about jobs apart from mentioned at the lesson

• Learners peer assess each other against suggested criteria.

Write the word under the pictures

More confident students

Where does it go?

Where do they usually work? Write the jobs in the correct group.

Task 4.Read the text and answer the questions:

Profession

Hello! My name is Tom. I’m 11 years old. I have a father. His name is Mike. He is a doctor. I have a mother. Her name is Liz. She is a teacher. My father studied well at school. He participated in the competitions, Olympiads. Always he says me to study well at school. I want to be a doctor as my father. So I must learn all subjects very well.

1st group will make up questions

1) What is Tom’s father’s name?

2) What is his profession?

3) What is Tom’s mother’s name?

4) What is her profession?

5) What do you want to be in the future?

6) Do you like Tom’s father’s profession?

2nd group will answer the given questions

Worksheets2

cards

36-40

• If you liked the lesson and you successfully coped with all the tasks – paint the flag in green

• If it was difficult for you at the lesson, but you could come to the right answer, color the flag in yellow
• If it was difficult for you to cope with the tasks in the class and you need the teacher’s help – paint the flag in red.

Home work

Ex.3 p.29(w.b)

• 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.

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?