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Stage

1
Warm Up

Procedure

T greets sts
T and Sts talk
about the
weather

Tasks

T ask a St to
write the
date and
weather on
the
blackboard.

Teaching
point
Speaking

3
Developm
ent
Pre
listening

Hello!How are
you?
Fine/So so

Inter
ac
tion
T Sts

Sts classify
the
occupations
shown by the
teacher.

Lexis

T gives each
st a
photocopy
with an
activity.
There is a
table with
two columns.
On the left

Sts match
each person
with the
elements
they may
need.
T and Sts
check the
answers
orally. T

Lexis

Is it
dangerous?

Tim
e

Flashcards 5
about
min
weather

the
whole
class

to present
students
with the new
language

pictures
from
magazine
s

15
min

indivi
dual
and
then
the
whole
class

to present
students
with new
vocabulary
and
introduce
them into
the activity

a
photocopy
of the
activity

15
min

teacher ,
doctor,
dentist, vet,
electrician,
mechanic

teacher ,
doctor,
dentist, vet,
electrician,
mechanic

to establish
a routine

Material

to show
them what to
expect

Whats the
weather like
today? Its
cloudy/rainy/s
unny

T shows Sts
pictures of
working
people and
together they
decide if
each
occupation is
EASY,
DIFFICULT or
DANGEROUS
.
T shows Sts
transparent
words first. T
models the
language

Aims

to motivate
sts

What day is
today?

T tells sts
about the
new unit of
work and the
final task
2
Opening
Activating

Linguistic
exponent

Lesson 2

Stage
1
Warm
Up

Procedure

Tasks

T greets sts

T asks a Sts
to write the
date and
weather on
the
blackboard.

T and Sts talk


about the
weather

Teaching
point
Speaking

T gives Sts
pictures of
people at work
and labels with
the occupations
written on them.

Sts make a
poster with
the different
pictures and
their correct
labels. They
may draw
necessary
elements. T
hangs it on
the wall for
future
reference

3
Devel

T and sts talk


about the

Sts talk about


jobs and

Hello!
How are you?
Fine/So so

Interac Aims
tion
T Sts

Whats the
weather like
today?
Its
cloudy/rainy/s
unny.

T tells sts about


the days work.

2
Openi
ng
Linkin
g

Linguistic
exponent

Lexis

Speaking

Doctor,
farmer,
babysitter,
teacher,
plumber,
dentist,
fireman.

the
whole
class

He cures sick
people.

the
whole

Material

Time

to establish a flashcard
routine
of the
weather
to show
them what to
expect

5
min

To activate
sts previous
knowledge.

Pictures

15
min

blackboar
d

15
min

To develop
cognitive
strategies to
help them
with new
lexis

to active sts
schemata

opme
nt
Prelisteni
ng

occupations they
have just worked
with. T tries to
elicit complete
sentences about
what doing these
occupations
imply. T writes
the sentences on
the blackboard

occupations
freely. They
may follow T
guidelines,
answer
questions or
speak
spontaneously
.

class
to encourage
sts to use
simple
present in
job or
occupation
descriptions

3
T plays the video
Devel People work
opme
nt
1st
listeni
ng

Sts watch the


video and
listen to the
song.

listening

Nigel Naylor,
he's a tailor.
He makes
trousers, suits
and shirts.

T-sts

To familiarize
with the the
video.

compute
r

5
min

4
Devel
opme
nt
2nd
listeni
ng

Sts listen and


match the
names of the
people with
the
description of
what they do.

listening

Nigel Naylor,
he's a tailor.
He makes
trousers, suits
and shirts.

T-sts

To familiarize
with the new
vocabulary.

photocop
y with
activity

15
min

T plays the video


again. T gives an
activity for the
sts to do while
they listen to the
song. There are
two columns. On
the left, there are
the people
named in the
song, on the

To familiarize
with
descriptions
of
occupations.

right, there is a
column with the
description of
what they do.
5
Devel
opme
nt 3rd
listeni
ng

6
Devel
opme
nt
Postlisteni
ng
Notici
ng

T plays the cd
again and gives
sts a photocopy
with an activity. It
has the lyrics of
the song with
some blanks to
fill in and some
pictures as clues.
T directs sts
attention to the
pronunciation of
the er ending.

Sts listen and


write the
words in the
correct order.

T divides the
class in groups
and gives them
flashcards for the
sts to write
sentences about
them. When the
activity is
finished T
encourages sts to
share their

In groups Sts
choose a
flashcard and
write a
sentence to
add to the
song, Then
they share it
with the rest
of the class.
The

listening

Nigel Naylor,
he's a tailor
He makes
trousers,
suits and
shirts.

T-Sts

to familiarize
with
descriptions
of
occupations.

the same
photocop
y that Sts
used in
the
previous
activity

15
min

To write short Flashcard


descriptions
s
of an
occupations.

20
min

to notice the
correct
pronunciatio
n of the er
ending.

Writing
and
speaking

e.g. Anna
group
Took is a cook. work
She cooks
pizza and
cake.

To revisit the
correct use
of simple
present.
To encourage

productions with
the rest of the
class. T will pay
special attention
to the correct use
of simple present
and T will
encourage the
correct
pronunciation of
the er ending.

sentences will
be written in
different
ways,
according to
the level of
the Sts.
If some Sts
need help, T
may engage
all the class
to cooperate.
Each group
shares the
sentences
with the class.
They may
even try to
sing them.

T gives Sts a grid


to write the
names of
members of their
Active family and record
practi their
ce
occupations. T
will use this
information the

Sts. take the


grid home
and they ask
their relatives
about their
occupations.
They record
the
information in

7
Follo
w up

the correct
pronunciatio
n of the er
ending.

Writing
and
speaking

What does
your mother
do?
My mother is
a nurse.
She works in a
hospital.

Sts-T

To encourage
free oral
production.
to put into
practice all
the elements
they have
seen in this

A grid
with the
members
of their
family
and
occupatio
ns.

15
min

Evalu
ation

following class. T
explains the
activity to the sts
and encourages
them to speak
about their
relatives
occupations.

the table. Sts


will bring the
tables the
following
class. They
comment
freely about
their relatives
occupations.

T helps sts think


about what they
have learnt

Sts answer
the question:
What have we
done today
which will
help us to
carry out the
final task?

unit up to
now.

thinking

individ
ually

to develop
metacognitiv
e strategies

sheet of
paper

5
min

Lesson 3

Stage

Procedure

Tasks

1
Warm Up

T greets the
sts and
completes
daily routines
with the sts
help (date and
weather).

T draws a
table of two
columns. On
the first
column she
writes the
members of
her family.
Then she talks
about each
member and
their
occupation
without
naming it. T
writes basic

2
Opening
Linking
Prewriting

Teaching
point

Linguistic
exponent

Interac
tion

Aims

T asks Sts Speaking


to write the
date and
weather on
the
blackboard.

Hello!
How are you?
Fine/So so

whole
class

to establish a flashcard 5
routine
s of the
min
weather
to show
them what to
expect

Sts ask
speaking
questions
and guess
the teacher
s relatives
s
occupations
.

Does he drive a
bus?
Yes, he does/ No,
he doesnt

whole
class

To activate
previous
knowledge.

Whats the
weather like
today?
Its
cloudy/rainy/sunn
y.

to ask
questions
about
occupations
using correct
simple
present
structures.

Material Tim
e

blackboa 15
rd
min

information on
the
blackboard. T
encourages
sts to ask
questions
using the
correct
grammar
structure.
3
Developm
ent
Writing
First draft

T explains
about the
purpose of an
informative
text and its
characteristics
: T helps sts to
transform the
information on
the blackboard
into an
informative
text about her
family. T writes
what students
tell her
without
correcting any
mistakes.

Sts
writing
transform
the
information
on the
blackboard
into an
informative
text.

He drives a bus.

whole
class

to develop
writing
strategies.
to notice the
most
common
writing
mistakes.
to revisit
grammar
and lexis
knowledge.

blackboa 15
rd
min

3
Developm
ent
Writing
Preliminar
y selfevaluation

T reads aloud
what she has
written on the
blackboard
and starts to
ask some
questions:

Sts follow T grammar


guide and
and lexis
check the
text for
vocabulary
and
grammar
mistakes.

He drives a bus

whole
class

to revisit
grammar
and lexis.
knowledge

T: We should
check if the
verbs are ok.
Are all the
third persons
in singular
followed by a
verb ending in
s?
T: Lets check
if all the
pronouns are
ok.
T reads the
Sts edit the discourse
text again and text

blackboa 15
rd
min

to notice the
most
common
writing
mistakes.

T: Is spelling
ok? Better we
check it.

4
Developm

to develop
writing
strategies.

My father drives
a bus and my

whole
class

to develop
writing

blackboa 15
rd
min

ent
Writing
Second
draft

directs sts
attention to
discourse.

focusing on
discourse.

Sts use
T: Oh, look. We and to
forgot
connect
indentations! sentences.
But where are
the
paragraphs?
Isnt the
information a
little mixed
up? We should
put this in
order, shouldn
t we? It would
be easier to
read.
T: Do all the
sentences
start in capital
letters?
T: We could
join these two
sentences
using and so
we don't

mother works in a
shop.

strategies.
to notice
some
discourse
characteristi
cs:
indentation
and capital
letters.
to use the
connector
and

repeat this.
5
Developm
ent
Final Draft

T reads the
text aloud and
ask sts about
their opinion.
T encourages
sts to think
about what
they have just
done and list
the steps.

Sts think
about the
steps they
gave to
write and
correct the
text.

5
Follow up

T suggests sts
should follow
all the steps
as they did
before. T also
reminds them
that the text
must be very
clear because
then one of
his/her
classmate will
read it and use
it to complete
the grid.

Sts write an writing and


information reading
text about
their
families
based on
the
information
they
recorded in
their grids.
Then, they
exchange
the texts
with
another

Active
practice

metacogniti We checked for


ve
language
strategies. mistakes.
We read the
three times.

whole
class

To develop
blackboa 15
metacognitiv rd
min
e awareness.

My mother is a
Individuall To use
doctor. She works y
writing
in Hospital
strategies.
Gandulfo every
day. She cures
to produce
sick children.
an
informative
text using
the writing
strategies
seen in the
previous
activity.
to read a
text and get

copyboo
ks,
grids .

20
min

classmate,
read the
text and
complete
the grid.
Evaluatio
n

T helps sts
think about
what they
have learnt

Sts answer
the
question:
What have
we done
today
which will
help us to
carry out
the final
task?

specific
information.

thinking

individual
ly

to develop
metacogniti
ve
strategies.

sheet of
paper

5
min

Lesson 4

Stage

Procedure

Tasks

Teachi
ng
point

Linguistic
exponent

Interac
tion

Aims

1
Warm Up

T greets the
sts and
completes
daily
routines with
the sts help
(date and
weather).

T asks Sts
to write the
date and
weather on
the
blackboard.

Speakin
g

Hello!
How are you?
Fine/So so

whole
class

2
Opening
Linking

T reminds
sts the goal
of this unit
of work as
stated in the
first lesson.
The class is
divided into
groups of
four or five.

Sts start
speakin
thinking of
g
possible
original
occupations
..

She/ He is . years
old. She/ He is a/an
.
She/ He works in
..

groups

To think
about an
original
occupation
using their
creativity.

copyboo
k

15
min

3
Developm
ent

T monitors
Sts work.

Sts start
writing
about an
original

Emilia studies at
university and she
is a cuddle giver in
an important

groups

To create a
text which
describes an
original /

posters

35
min

To establish
a routine.

Materia
l

Tim
e

flashcar 5
ds of the min
weather

Whats the weather


like today?
Its
cloudy/rainy/suns.

four
skills

If possible, T
evaluates
stsoral
production
individually.

occupation
and make a
poster.
They share
their work
with the
whole
class.
Sts choose
the most
creative
one.

4
Follow up
Evaluation

T asks Sts to
choose one
occupation
and write an
informative
text. This
written work
will be
evaluated.

Sts write an writing


informative
text about
one of the
occupations
.

company. She
offers cuddles to
sad people. It is a
very good job.

creative
occupation
taking into
account all
the elements
seen in the
previous
lessons.

Peter is a bird
walker, He likes
animals very much
and he likes birds
best. Everyday he
takes birds for a
walk. He goes
round the park
twice. He doesnt
go near the
avenue. Birds do
not like noise.
Bird walker.
Every day he walks
birds in the park
twice a week. He
likes animals very
much.

To work
cooperatively
in groups.
To use
imagination
and
creativity.
individu
al

To assess sts
writing work .
To assess sts
ability to get
the message
across clearly.

copyboo
k

15
min