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Introduce the word “jobs”.

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 Play the jobs and occupation video. Suggested video link is as follows:
https://www.youtube.com/watch?v=x8tF2aQoukY&t=55s.
Students are asked to copy the actions of the certain professions. They will also
repeat the job / profession verbally as they act out.

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 Pair the students up. Let them do the think-pair-share by asking the questions
“What does a student do?” and “What does a student use in studying?” After
which, introduce the topic through an interactive story telling technique which is
“Meet my friends.” A very minimal active background music must be played.

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 Introduce John as the programmer. Let the students say “Hi John! What does a
programmer do?” Using the same pair of students, the teacher will ask volunteers
to describe the actual picture of what John is doing.

For retention, teacher shall ask the students to spell the word “programmer” in
the air or to be more fun any other part of the body.

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Have the students review the word “programmer” by putting back the letters
where they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Ask the students to read out loud the question “What does a programmer do”. The
teacher shall read “A programmer uses…”

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 Have the students read the word “computer”. Afterwards the teacher shall act
typing. Whenever the teacher says computer, students shall repeat computer and
act typing.

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Have the students review the word “computer” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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 Have the students read the word “software”. Afterwards the teacher shall act
typing. Whenever the teacher says software, students shall repeat software and
act typing.

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Have the students review the word “software” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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 Have the students read the word “mouse”. Afterwards the teacher shall act
clicking. Whenever the teacher says mouse, students shall repeat mouse and act
clicking.

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Have the students review the word “mouse” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read “to make computer programs”. After which, the teacher
shall lead in the complete sentence
“A programmer uses computer, software, and mouse to make computer
programs.”

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 Introduce the musicians. Let the students say “Hi! What does a musician do?”
Using the same pair of students, the teacher will ask volunteers to describe the
actual picture of what the musicians are doing.

For retention, teacher shall ask the students to spell the word “musician” in the air
or to be more fun any other part of the body.

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Have the students review the word “musician” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Ask the students to read out loud the question “What does a musician do?” The
teacher shall read “A musician uses…”

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 Have the students read the word “piano”. Afterwards the teacher shall act as if
they are using the piano. Whenever the teacher says piano, students shall repeat
piano and act as if they are using the piano.

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Have the students review the word “piano” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “guitar”. Afterwards the teacher shall act as if
they are strumming. Whenever the teacher says guitar, students shall repeat
guitar and act strumming.

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Have the students review the word “guitar” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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 Have the students read the word “drums”. Afterwards the teacher shall act as if
they are using the drums. Whenever the teacher says drums, students shall repeat
drums and act as if they are using the drums.

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Have the students review the word “drums” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “saxophone”. Afterwards the teacher shall act as
if they are using the saxophone. Whenever the teacher says saxophone, students
shall repeat saxophone and act as if they are using the saxophone.

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Have the students review the word “saxophone” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “microphone”. Afterwards the teacher shall act
as if they are using the microphone. Whenever the teacher says microphone,
students shall repeat microphone and act using a microphone.

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Have the students review the word “microphone” by putting back the letters
where they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read “to play / perform music”. After which, the teacher shall
lead in the complete sentence
“A musician uses a piano, guitar, drums, saxophone, and microphone to play /
perform music.”

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Introduce Carol as the artist. Let the students say “Hi Carol! What does an artist
do?” Using the same pair of students, the teacher will ask volunteers to describe
the actual picture of what Carol is doing.

For retention, teacher shall ask the students to spell the word “artist” in the air or
to be more fun any other part of the body.

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Have the students review the word “artist” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Ask the students to read out loud the question “What does an artist do?” The
teacher shall read “An artist uses…”

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Have the students read the word “sketchbook”. Afterwards the teacher shall act
sketching / drawing / holding a pen or pencil. Whenever the teacher says
sketchbook, students shall repeat sketchbook and act drawing.

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Have the students review the word “sketchbook” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read “to draw or sketch images or figures”. After which, the
teacher shall lead in the complete sentence
“An artist uses a sketchbook to draw or sketch images or figures.”

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 Introduce Richard the scientist. Let the students say “Hi Richard! What does a
scientist do?” Using the same pair of students, the teacher will ask volunteers to
describe the actual picture of what Richard is doing.

For retention, teacher shall ask the students to spell the word “scientist” in the air
or to be more fun any other part of the body.

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Have the students review the word “scientist” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Ask the students to read out loud the question “What does a scientist do?” The
teacher shall read “A scientist uses…”

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Have the students read the word “test tubes”. Afterwards the teacher shall act
holding a test tube while inspecting it. Whenever the teacher says test tubes,
students shall repeat test tubes and act out.

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Have the students review the word “test tubes” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “microscope”. Afterwards the teacher shall act
looking through a microscope. Whenever the teacher says microscope, students
shall repeat microscope and act peeping.

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Have the students review the word “microscope” by putting back the letters
where they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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 Have the students read the word “Bunsen burner”. Afterwards the teacher shall
act lighting a Bunsen burner. Whenever the teacher says Bunsen burner, students
shall repeat Bunsen burner and act it out.

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Have the students review the word “Bunsen Burner” by putting back the letters
where they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “Petri dish”. Afterwards the teacher shall act
putting something on the dish. Whenever the teacher says Petri dish, students
shall repeat Petri dish and act it out.

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Have the students review the word “Petri dish” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read “to conduct scientific research”. After which, the teacher
shall lead in the complete sentence
“A scientist uses test tubes, microscope, Bunsen burner, and Petri dish to conduct
a scientific research.”

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 Introduce Charlie the chef. Let the students say “Hi Charlie! What does a chef
do?” Using the same pair of students, the teacher will ask volunteers to describe
the actual picture of what Charlie is doing.

For retention, teacher shall ask the students to spell the word “chef” in the air or
to be more fun any other part of the body.

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Have the students review the word “chef” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Ask the students to read out loud the question “What does a chef do?” The
teacher shall read “A chef uses…”

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Have the students read the word “pots”. Afterwards the teacher shall act cooking.
Whenever the teacher says pots, students shall repeat pots and act it out.

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Have the students review the word “pots” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “pans”. Afterwards the teacher shall act frying.
Whenever the teacher says pans, students shall repeat pans and act it out.

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Have the students review the word “pans” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “spatula”. Afterwards the teacher shall act frying.
Whenever the teacher says spatula, students shall repeat spatula and act it out.

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Have the students review the word “spatula” by putting back the letters where
they belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “spoon”. Afterwards the teacher shall act eating
soup. Whenever the teacher says spoon, students shall repeat spoon and act
eating soup.

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Have the students review the word “spoon” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “knife”. Afterwards the teacher shall act slicing.
Whenever the teacher says knife, students shall repeat knife and act it out.

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Have the students review the word “knife” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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Have the students read the word “oven”. Afterwards the teacher shall act baking.
Whenever the teacher says oven, students shall repeat oven and act baking.

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Have the students review the word “oven” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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 Have the students read the word “stove”. Afterwards the teacher shall act
cooking. Whenever the teacher says stove, students shall repeat stove and act it
out.

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Have the students review the word “stove” by putting back the letters where they
belong to recall the job / profession.

Note: The think-pair-share pairings may still be utilized.

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 Have the students read “to prepare and cook dishes”. After which, the teacher
shall lead in the complete sentence
“A chef uses pots, pans, spatula, spoon, knife, oven, and stove to prepare and cook
dishes.”

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Introduce Peter the photographer. Let the students say “Hi Peter! What does a
photographer do?” Using the same pair of students, the teacher will ask
volunteers to describe the actual picture of what Peter is doing.

For retention, teacher shall ask the students to spell the word “photographer” in
the air or to be more fun any other part of the body.

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Have the students review the word “photographer” by putting back the letters
where they belong to recall the job / profession.

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Ask the students to read out loud the question “What does a photographer do?”
The teacher shall read “A photographer uses…”

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Have the students read the word “camera”. Afterwards the teacher shall act taking
photo. Whenever the teacher says camera, students shall repeat camera and act
taking pictures.

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Have the students review the word “camera” by putting back the letters where
they belong to recall the job / profession.

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 Have the students read the word “GoPro”. Afterwards the teacher shall act using
the GoPro. Whenever the teacher says GoPro, students shall repeat GoPro and act
it out.

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Have the students review the word “GoPro” by putting back the letters where they
belong to recall the job / profession.

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Have the students read the word “phone”. Afterwards the teacher shall act using a
phone. Whenever the teacher says phone, students shall repeat phone and act it
out.

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Have the students review the word “phone” by putting back the letters where they
belong to recall the job / profession.

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Have the students read “to take photos”. After which, the teacher shall lead in the
complete sentence
“A photographer uses a camera, GoPro, and phone to take photos.”

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 Have the students recall the target vocabulary. With this game, scavenger hunt,
students are asked to answer the questions by looking for the things that are being
asked. To energize the students, play a song that matches the vibe of hunting.

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 Dora will be introduced as the master of the game. The students will help her
search for the things that are being asked. The whole class will be given at least 10
to 20 seconds to look for the items. Once done, they have to raise their pens. The
fastest pair to raise will have the opportunity to identify the items.

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Let the students read the question. Give 5 to 10 seconds of thinking time before
flashing the next slide. Remind the students to raise their pens if they want to
answer.

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10 to 20 seconds are given to the students to identify the item used by an artist.
For every correct answer, they receive two points.

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Let the students read the question. Give 5 to 10 seconds of thinking time before
flashing the next slide. Remind the students to raise their pens if they want to
answer.

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10 to 20 seconds are given to the students to identify the item used by a musician.
For every correct answer, they receive two points.

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Let the students read the question. Give 5 to 10 seconds of thinking time before
flashing the next slide. Remind the students to raise their pens if they want to
answer.

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10 to 20 seconds are given to the students to identify the item used by a
programmer. For every correct answer, they receive two points.

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Let the students read the question. Give 5 to 10 seconds of thinking time before
flashing the next slide. Remind the students to raise their pens if they want to
answer.

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10 to 20 seconds are given to the students to identify the item used by an chef. For
every correct answer, they receive two points.

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Let the students read the question. Give 5 to 10 seconds of thinking time before
flashing the next slide. Remind the students to raise their pens if they want to
answer.

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10 to 20 seconds are given to the students to identify the item used by a
photographer. For every correct answer, they receive two points.

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Job well done! Great Effort. This is the end of our class.

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