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Muster-teacher signature _________________________
Date________ Grade_______
Unit 1 Our family is big. Are you a driver?
Aims
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Learning
outcomes
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Vocabulary and
structure
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Required 1
equipment
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Educational:
- to revise the words about
jobs;
- to learn saying about
grandparents' job
Developing:
- to enable pupils to say
jobs;
- to develop the pupils'
speaking skills
Socio-cultural:
- to raise awareness of
saying jobs;
- to raise awareness of
past simple.
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By the end of
the lesson,
pupils will be
able to:
- talk about
jobs;
- to say their
grandparents'
jobs;
- to say the
place one was.
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My grandad/
granny was a
doctor.
I was ...
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Pupil's book,
Workbook,
the DVD, sep
arate cards:1
teacher, writ
er, farmer,
driver, sec
retary, fire
man, cook,
pilot, doctor
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Activity la Play "My mum is a teacher". 5 min
Objective: to revise and consolidate the vocabulary of the previous lesson
Steps InteractionWhole class
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.Repeat the jobs with the pupils. Show the flashcard with jobs one by one and encourage the pupils to say the jobs: teacher, writer, farmer, driver, secretary, fireman, cook, pilot, doctor.
Use Chain Drill to revise and consolidate the vocabulary of the previous lesson. Say: 'Let's play! Stand up.'
Say your father's/mother's job as an example: 'My father's a doctor'.
Turn to the 1st pupil and help him/her say: 'My father’sa ... .' Then help the next pupil say his father's job. To make the process faster, you can organise the Drill in rows.When they finish, say: 'Sit down, thanks.'
Activity lb Play "My grandad was a fireman". 5 min
Objective: to introduce the structure: "My grandad was a fireman."
InteractionWhole class Pair work
Say: 'Now we say about our grandad and grannies' jobs. They don't work anymore. So we must Ute the structure: My grandad was a ...' Saу: 'My grandad was a fireman.' Ask the pupils to repeat the structure after you: 'Repeat after me: My grandad was a fireman.' Help some pupils say: 'My grandad /granny was ...' Say: 'Well done!' Then say: 'Let's play. Stand up.' Say: 'My grandad was a fireman.' Look at the 1st pupil and gesture for him/her to say his/her granddad’s job. Pupil 1 answers: 'My grandad was a ...' Then help the next pupil say his/her granddad’s job, and so on.When they finish, say: 'Sit down, thanks.'
Activity 2 Work in pairs. Point and say. 8 min Objective: to introduce the structure: "I was ..."
Interaction Pair work
Say: 'Take out your books.' Make sure all the children have their Pupil's Book.
Say: 'Open your books on Page 8.' Point to Activity 2. Use gestures and wait for all the children to open their textbooks. Check they have the correct page. Say: 'Look at the pictures.'Point to the picture of a library and say in mother tongue: 'I was in the library yesterday.' Then say in English: 'I was in the library.' and en- able the pupils to say so.Repeat this sentence several times. Do this activitywith the other pictures.Then say: 'Let's work in pairs.'Demonstrate with one pupil how to work in pairs.Point to the picture of a library and encourage thepupil to say: 'I was in the library.'Say: 'Excellent.'Then ask the pupil to point another picture with gestures.The pupil points to a picture, e.g. a classroom. You say: 'I was in the classroom..' Say: 'Now work in pairs.'
Walk around the class to check if the pupils do the activity correctly. If you see any difficulties, help them.
Activity 3 Work in pairs. Look and say. 7 min
Objective: to revise the structure "I was ..."
Steps InteractionPair work
Say: 'Listen to me, please. Look at the pictures'. Point to the picture of a library and ask in mother tongue: 'Where was Ann yesterday?' Elicit the answer: 'Ann was in the library.' Point to the other pictures. Elicit all the ideas. Get the correct answer and say: 'Yes, well done!' Say: 'Now work in pairs.' Use gestures to explain what to do. Walk around and check their performance. Help if they have any difficulties. Answers:
1. Ann was in the library.2. Mary was in the canteen.3. Dan was in the gym.
4. Peter was in the classroom.
Activity 4a Work in groups of 4. Play "Find someone who 15 min
Objectives: to consolidate the structure "I was ...";to develop the pupils' speaking skills.
Steps Interaction- Individual workGroup work
STEP 1: Divide the pupils into 4 groups. Say: 'Open your Workbooks on Page 6.' Use gestures and wait for all children to open their Workbooks. Check they have the correct page. Hay in mother tongue: 'Let's talk about yesterday.' Point to Activity 4a and say: 'Look at the table and read silently.' Use gestures so that the pupils read the text in the upper row of the table. STEP 2: Say: 'Write your partners' names un-der "I".' Use gestures so that the pupils write their partners' names in the first column of the table under "I".
After the pupils finish writing their partners' names, say with gestures: 'Put a tick (S) or cross (*) to fill in the "I" row for yourselves as answers.'
STEP 3: When everybody has finished filling in the row for themselves, say: 'Now interview each other In your group.' Allocate the columns to the pupils, e.g. Pupil 1 - column 1. Pupil 2 - column 2. Pupil 3 - column 3. Pupil 4 - column 4. Say: 'Pupil 1 looks at the "I" row and says, for example, 'I was in the library and in the gym.' Then s/he asks Pupil 2 'And you?' The others in the group must listen to Pupil 1 and put a tick (S) or cross (x) for Pupil 1. Pupil 2 answers Pupil l's question. The others in the group must listen to Pupil 2 and put a tick (S) or cross (*■) for Pupil 2' etc.
Demonstrate this with one pupil if necessary. Then say: 'Now, let's start.'
STEP 4: When all the groups finish step 3, invite a representative from a group and say: 'Report about your group. For example: "Jasur was in the library and in the gym."' When s/he finishes, ask the representatives from the other groups to report in turns.
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