Методична розробка уроку англійської мови на тему “Jobs. Professions”

Автор: вчитель Драгомерецька Людмила Валентинівна

Topic : Jobs. Professions.

Main aims : To provide students with listening practice for gist and details .
To integrate listening into speaking and writing skills.
To provide students with practice in summarizing and retelling.

Supplementary aim : To revise vocabulary related to jobs.

To use video to build awareness of communication.
To present vocabulary that is essential for understanding the task.

Personal aim : Get the student interested in the lesson and hopefully enjoying what they are doing. Give students clearer instructions. Give students more time to discuss in pairs after a listening activity before feedback. Let students work with different partners.

Anticipated problems and solution : Students may find it difficult to understand the recording. Play it as many times as needed for them to complete their tasks.

Level : Young learners   A1/A2

Time : 45 min

Materials and visuals :

-computer

-tablet computers

-Wi-Fi access

-TV-set

-projector

-screen

–electronic resources

• britishcouncil.org/learnenglishkids
• eslkidsworld
• HaveFunTeaching.com
• bogglesworidest.com
• eslpuzzles.com
• YouTube

-flashcards

• Professions – pictures
• Cards for matching 2 parts of the sentence
• Flashcards for running dictations
• Students’ projects “My parents’ job”
• Cards for matching “question – answer”

 

-printables

• Handouts for labelling the pictures
• Handouts with gap filling exercises
• Handouts with 3-way matching exercises “parent-picture-job”
• Handouts with matching exercises “job-activity”
• Handouts for close test
• Crossword puzzles “Jobs word search ” 12 variants

-songs

• “People song” (I see a fire fighter…)
• “People work”

-animated cartoon

• “The super job”

Introduction : By the end of the lesson the learners will be able to identify main points in the story, find specific information it the text, describe people’s jobs, ask someone about his or her job. Students will be able to talk about their future profession using the target structure: I want to be ………, because ………… . Students will be able to say what people of certain professions do.

Outcomes : SWBAT :

• explain the meanings of the words under study and use the vocabulary of actions to describe a profession
• listen critically to interpret and evaluate
• obtain information they need using the Internet
• listen for gist and use prediction of content to aid their gist understanding of the text
• listen for specific information(select the necessary information from the text they hear)
• practice extracting detailed information from the text
• cooperate with others

Development :                   

Stage 1. Introduction. The job snake-song “People in my town ” (I see a …)

Aim : To focus on the topic and generate interest in the lesson. To create a relaxed, non-threatening atmosphere in the classroom.

Time : 3 min.

Type of interaction : WhCl

Procedure :

Students listen to the song and when they hear the name of the profession one can sit down and remember “his/her” job. They do it in a chain from the first desk to the last. The student will not sit down before the previous one takes a seat.

Stage 2. Brainstorming. Speaking. Answering the questions.

Aim : To brainstorm the names of professions. To train attention.

Time : 3 min.

Type of interaction : T – Ss

Procedure :

Teacher asks questions about students and their classmates:

• What are you ?
• What is he ? What is Mark ?
• What is she ? What is Alina ?

Stage 3. Labelling , picture worksheets “ What is their job?”

Aim : To revise previously taught vocabulary. To check if students can identify the jobs and grammar structure “He is a …”, “She is a …”, “They are …” in writing

Time : 3 min.

Type of interaction : Individual/ Group work

Procedure :

Students label the pictures with the words in the box using a structure ”He is a …”, “She is a …”, “They are …”. (3 groups)

Stage 4. Find a sentence

Aim :To read for specific information.

Time : 4 min.

Type of interaction : Group work

Procedure :

Students complete the worksheet, match up the sentences, find the answers. (On the blackboard there is a worksheet with questions. Students have to find the answers for the given questions that are hidden in the classroom and to stick them to the correct places.)

Group 1 : What is his job ?

• He is a farmer. He milks cows and feed corn to the chickens
• He is a waiter. He takes your order and brings you meal.
• He is a spy. He looks for secrets.

Group 2 : What is her job ?

• She is a singer. She sings in a pop band.
• She is a hairdresser. She cuts and colours hair.
• She is a nurse. She helps sick people.

Group 3 : What is their job ?

• They are dentists. They check people’s teeth.
• They are astronauts. They fly to space.
• They are divers. They teach people to dive.

Stage 5. Multi – choice. Word-quizz “Jobs”

Aim : To test the knowledge of names of jobs.( http://jtppismp.com/jtp009/5036tsl1/occupation7.htm)

Time : 5 min.

Type of interaction : Pair work, tablet computer

Procedure :

Students read the question, choose the best answer – A, B or C and click on the answer that suits the best. Students compare their scores.

1. Correct answer: a builder
2. Correct answer: a police officer
3. Correct answer: a postman or postwoman
4. Correct answer: a babysitter
5. Correct answer: a chef
6. Correct answer: an animal conservationist
7. Correct answer: a mechanic
8. Correct answer: a farmer
9. Correct answer: a surgeon
10. Correct answer: a firefighter

Stage 6. Listening and watching the episodes/ listening with visuals (http://learnenglishkids.britishcouncil.org/en/spell/the-super-jobs?page=1)

Aim : To give students authentic practice in using the target language. To develop listening skills.

Time : 4 min.

Type of interaction : Individual/ WhCl

Procedure :

Students listen to the text and tick the names of the professions they hear in the cartoon. There are 3 extra words in their lists.

Farmer teacher waiter tailor hairdresser dentist doctor singer plumber spy

Stage 7. Matching “parent- picture- job”

Aim : To listen for specific information.

Time : 4 min.

Type of interaction : Individual

Procedure :

Students do the 3-way matching : whose parent is the person – picture – job

Peter’s dad              Jenny’s mum           Yasmin’s dad             Ben’s mum              Mark’s mum

dentist                       waiter                     farmer                     singer                       hairdresser

Stage 8. Matching “Job – activity”

Aim : To develop the skill of prediction.

Time : 3 min.

Type of interaction : Individual

Procedure :

Students match the people from the cartoon with the job descriptions.

HAIRDRESSER

FARMER

DENTIST

WAITER

SINGER

“I milk cows and I shear sheep. I feed corn to the chickens.”

“I cut and curl hair. I colour it dark or fair. I can make your hair shorter, or even longer!”

“I take your order and bring your meal to the table.”

“You sit in my chair. I check your teeth and give them a clean.”

“I make music with my voice. I sing in a church and also in a pop band!”

Stage 9. Gap-fill sentences. Choose and right word!

Aim : To practice vocabulary, commonly confused words and fixed expressions

Time : 2 min.

Type of interaction : Individual

Procedure :

Students complete the sentences with the correct word: read the sentences and circle the right word to have the correct answer – description of the job.

• The farmer looks after ___________animals/children
• The hairdresser cuts and colours __________dresses/hair
• The waiter brings your __________meal/clothes
• The dentist checks your _________ teeth/ furniture
• The teacher teaches children at __________factory/ school

Stage 10. Play “Find a pair”

Aim : To give freer practice of a language point.

Time : 4 min.

Type of interaction : T-Ss/Group work/ Pair work

Procedure :

Everybody has a part of the sentence. Student has to find another student who has the second part of his/her sentence to match the 2 parts correctly. Those who have found the pair stand at the blackboard. When all the pairs are set, they read the sentences.

I want to be a doctor because ….

I want to be a dentist because

I want to be a hairdresser because

I want to be a singer because

I want to be a teacher because

I want to be a vet because

I want to be a tailor because

I want to be a babysitter because

I want to be a policeman because

I want to be a model because

They help sick people

They check people’s teeth

They cut, colour and curl hair

They sing in a pop band

They teach pupils

They help sick animals

They make trousers

They mind the kids

They help people to cross the street

They are beautiful and wear nice clothes

Stage 11. Running dictation

Aim : To check spelling and pronunciation.

Time : 5 min.

Type of interaction : Group work/ S – Ss

Procedure :

The teacher pastes copies of these texts on the opposite ends of the classroom or out of the classroom. The team chooses a RUNNER. The other students of the team are the WRITERS. A runner runs to the texts, reads the jumbled sentence from outside the classroom and rearranges the sentence into its correct order, memorizes the sentence and runs back to the writers and dictates the line of text s/he memorized. The writers write down what the runner dictates. At the end each team reads its text. Any mistakes will lead to deduction of points.

I want because to be a doctor they help sick people a doctor

to be a dentist I want because check they people’s teeth

are beautiful I want to be because they a model

I want because to be they cut and colour hair a hairdresser

to be a singer I want because sing they in a pop band

teach pupils I want to be because they a teacher

I want because to be they help sick animals a vet

I want to be a tailor because they make trousers

mind the kids I want to be because they a babysitter

I want to be a doctor because they help sick people

I want to be a dentist because they check people’s teeth

I want to be a model because they are beautiful

I want to be a hairdresser because they cut and colour hair

I want to be a singer because they sing in a pop band

I want to be a teacher because they teach pupils

I want to be a vet because they help sick animals

I want to be a tailor because they make trousers

I want to be a babysitter because they mind the kids

Stage 12. Song “people work”

Aim : To create a relaxed, non-threatening atmosphere in the classroom.

Time : 3 min.

Type of interaction : Ss

Procedure :

Students sing a song with gestures

Stage 13. Home Task Check “Jobs Words Search”

Aim : to check the home task

Time : 1 min.

Type of interaction : t-Ss/ Individual

Procedure :

Students have to write the words from the word bank under the correct picture and find them in the grid.