Theme: my mum is a teacher

THEME: MY MUM IS A TEACHER

Aims	Learning	Vocabulary	Required
	outcomes	and structure	equipment
Educational:	By the end of	teacher,	Pupil’s
- to learn the words about	the lesson,	writer, farmer,	book, Work­
jobs;	pupils will be	driver, secre­	book, the
- to learn saying about	able to:	tary, fireman	DVD, sepa­
smb.’s job	- talk about		rate cards:
Developing:	jobs;		teacher,
~ to enable pupils to say	- to say their		writer,
jobs;	family mem­		farmer,
- to develop the pupils’	bers’ jobs.		driver,
speaking skills			secretary,
Socio-cultural:			fireman,
~~ to raise awareness of			cook, pilot,
saying jobs			doctor

Activity 1 Listen and sing. 5 min Objectives: to warm up;

to create an English speaking atmosphere.

Say: ‘Stand up, please. Good morning, class.’ Use gestures so the pupils stand up.

Say: ‘How are you?’ Get the answers from the pupils.

Say: ‘Sit down, please.’ Use gestures so the pupils sit down.

Show the pupils the textbook and say: ‘Take out your books.’ Make sure all the

children have their Pupil⁹s Book.

Say: ‘Open your books on Page 7.’ Point to Activ­ity l.Use gestures and wait for

all the children to open their textbooks.




Check they have the correct page. Say: ‘Listen to the song and sing.’

Play the DVD and sing together with the pupils. DVD script: See Unit 1 Lesson 1

Activity 1 for the DVD script.

Activity 2a Listen and repeat. 5 min Objective: to introduce the new vocabulary

related to jobs

Ask:'What words for jobs do you know V Elicit the words: ‘teacher, doctor, cook,

pilot,etc. that they know from Class 2.

Say: ‘Look, listen and repeat. Use gestures so the pupils look at Activity 2a.

Play the DVD. Point to the picture and say: ‘Re­peat the word “teacher⁹⁹ after me/

the DVD.⁹ Say: ‘teacher⁹ and have the pupils repeat after you.

Say: ‘Point to the picture of a teacher ⁹ Use ges­tures to show how to do it. Do it

with the other pic­tures too.

Activity 2b Work in pairs. Point and say. 5 min Objective: to consolidate the

newly introduced vocabulary.

Say: ‘Let⁹s work in pairs.⁹ Demonstrate what to do. Invite two pupils to the board.

Say to one of them: ‘Point to a picture in Activity 2a.⁹ Say to another: ‘Say the job ⁹ e.g.

Pupil 1 points to a teacher. Pupil 2 says: ⁽Teacher.⁹ If Pupil 2 cannot say, ask the

pupils: ‘Help him/her.⁹

When they finish, say: ‘Sit down, please. Now, let's play in pairs!⁹ Walk around

and watch the activity. If the pupils have difficulties, help them.

Activity 3 Play “What’s missing?” 5 min

Objective: to consolidate vocabulary related to jobs

Put the flashcards describing jobs (teacher, writ­er, farmer, driver, secretary,

fireman, cook, pilot, doctor) on the board.

Say: ‘Close their eyes.⁹ Then remove one of the flashcards.

Say: ‘Open your eyes.⁹ and ask: “What⁹s missing?⁹⁹ Elicit the answer from

the pupils. Do this activity with the other pictures of jobs.

Activity 4 Play “Are you a doctor?” 5 min Objectives: to consolidate the vocabulary related to jobs; to develop the pupils’ speaking skills.

Say: ‘Let⁹s repeat the words for jobs again and play a game.⁹

Put all the flashcards describing jobs on the table laid down. Demonstrate with

one pupil.

Invite the leader to the board: ‘Come to the board ^and take one of the pictures.⁹

When s/he takes the picture (for example, a writ­er), say to him/her: ‘Don⁹t tell

anyone about it.⁹ The rest have to guess what kind of job it is.

Ask: ‘Are you a doctor?⁹

The leader answers: ‘No.’

Ask one more time: ‘Are you a teacher?’

The leader answers: ‘Yes.’

Then invite another leader. After s/he takes a pic­ture (for example, a driver), this time the pupils will ask in turns. If the pupils do not guess for 2 times what kind of card the leader have taken, you will ask the pupils to ask him/her the question “What are you?” in chorus. Then the leader responds: “I’m a driver.”

Activity 5 Work in groups. Play “My father’s a driver.” 15 min Objective: to

consolidate jobs

Say in mother tongue: ‘Let’s talk about our mother and father’s jobs.’

Say: ‘Stand up, please .’ Use the gesture to explain the pupils what to do.

Say your father’s/mother’s job as an example: ‘My father’s a driver’.

Turn to the 1st pupil and help him/her say: ‘My fa­ther’s a ... /

Then help the next pupil say his father’s job, and so on.

To make the process faster, you can organise the Chain Drill in rows.

When they finish, say: ‘Let’s work in groups.’ Help them make 4 groups.

Say: ‘Now your turn, please. Start!’ Use the ges­ture to help the pupils to start

the activity.

Walk around the class and listen to your pupils’ dia­logues. Do not forget to

praise them (‘Good job! Well done!’ ‘Keep trying!’).

Summing up 5 min

Say: ‘Open your Workbooks on Page 5.’ Point to the Homework Activity 1. Use

gestures and wait for all the children to open their Workbooks. Check they have

the correct page.

Explain what to do at home: ‘Look at the word groups and find the odd words out.

' Help them with gestures. gay: ‘Look at the first group of words.' and ask:

‘Why is Sunday crossed out?' Elicit the answer in mother tongue: ‘Sunday is

a day of the week. Teacher, doctor and pilot are jobs/ Praise them: ‘Good job! /

Well done!' and say: ‘Do the others at home.'

Point to Homework Activity 2 and say: ‘Look at Homework Activity 2.

Complete the sentences.⁹ Explain what to do at home: ‘You write your fa­ther's,

mother's, etc. jobs.' Show the first row and say: ‘You write your father's job here.'

Show the second, third and fourth rows and explain what to write in the same

manner.

At the end of the lesson say: ‘The lesson's over. Goodbye. Note: This is a standard

procedure which teachers should do at the end of each lesson.

NOTE: If you have enough time for Optional Activity № 6, you can do it with your

pupils.

Optional Activity 6 Tick the correct answer. Objective: to develop the pupils’

Comprehension

Say: ‘Open your Workbooks on Page 5. Look at Activity 6.’ Use gestures and wait

for all the pupils to open the Workbooks and look at Activity 6.

. Say: ‘Look at the sentences.’ Point to the first three sentences.

Say: ‘Look at the picture.’ Point to the picture of o doctor

Say: ‘Read the sentences and put a tick.’ Use ges­tures to show what to do. Help

them put a tick for the first sentence “She is a doctor." Say: ‘Well done!’ Then say:

‘Now your turn, please. Start.’ Use the gesture to help the pupils to start the activity.

Go round the class and see how well the pupils do activity. Help if necessary.