School: ____________________

Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 12: JOBS

Lesson 1 – Period 1

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – understand and correctly repeat the sentences in two communicative
knowledge & contexts in which pupils ask and answer the questions about the job of a
skills family member.
– correctly say the words and use What does he / she do? – He’s / She’s
_____. to ask and answer questions about jobs.
– enhance the correct use of What does he / she do? – He's / She's _____. to
ask and answer questions about jobs in a freer context.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
Attributes - Show pride in their parent's jobs and respect to other people’s jobs
II. RESOURCES AND MATERIALS
- Student’s book: Page 12
- Audio tracks 11, 12
- Teacher’s guide: Pages 170-172
- Website [Link]
- Flash cards/ pictures and posters (Unit 12)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE Let’s talk – Fun corner and Wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting. Whole
Option 1: Guess the job (PPT slides) class/
 Option 2: Miming game Individual
Ask pupils to think about jobs, name one thing related to work
the job they choose, ask the rest to say the name of the job
their friend describes. If possible, prepare some working
tools for a policeman (a hat/ white gloves…), a farmer, an
office worker and an actor to make the game more
exciting.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts in which pupils ask and answer the questions about the job of a
family member.
b. Input – Context a: Mai: How many people are there in your family? Ben:
There are four.
– Context b: Ben: This is my father. Mai: What does he do? Ben: He’s a
policeman.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts in which pupils ask and answer the question
about the job of a family member.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify
the characters in the pictures. Ask Who is he / she? and
Where is he / she?
Step 2: Ask pupils to look at Picture a. Play the recording
for them to listen. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Repeat the same
procedure with Picture b. Correct their pronunciation where Whole
necessary. class/
Step 3: Play the recording again, sentence by sentence, for Individual
pupils to listen, point at the sentences and repeat in chorus work
and individually. Correct their pronunciation where
necessary.
Step 4: Draw pupils’ attention to the question What does he
do? and the answer He’s a policeman. Explain that they are
used to ask and answer questions about jobs.
Extension: Invite a few pairs of pupils to act out the Pair work
conversations in front of the class.
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use What does he / she do? – He’s /
She’s _____. to ask and answer questions about jobs.
b. Input – Picture cues:
a. A woman working on a farm b. A policeman
c. A woman working in an office d. A man acting in a film
– Speech bubbles: What does he / she do? – He’s / She’s _____.
Audio script:
a. a farmer b. a policeman
c. an office worker d. an actor
a. A: What does she do?
B: She’s a farmer.
b. A: What does he do?
B: He’s a policeman.
c. A: What does she do?
B: She’s an office worker.
d. A: What does he do?
B: He’s an actor.
c. Outcome Pupils can correctly say the phrases and use What does he / she do? –
He’s / She’s _____. to ask and answer questions about jobs.
d. Procedure Step 1: Ask pupils to look at Pictures a, b, c and d and Whole
identify the jobs of the people in the pictures. class/
Step 2: Play the recording for pupils to listen to and repeat Individual
the phrases under the pictures in chorus and individually work
until they feel confident.
Step 3: Draw pupils’ attention to the speech bubbles and
elicit the missing words in the answer by pointing at Picture
a. Play the recording for pupils to repeat the sentences in
both bubbles a few times.
Step 4: Repeat Step 3 with Pictures b, c and d. Then let
pupils practise asking and answering questions in pairs. Go
around the classroom to offer help if necessary.
Step 5: Invite a few pairs to point at the pictures and ask Pair work
and answer questions about the jobs of the people in the
pictures.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What does he / she do? – He's / She's
_____. to ask and answer questions about jobs in a freer context.
b. Input – Picture cues: a policeman, a farmer, an actress, an actor, a teacher –
Speech bubbles: What does he / she do? – _____.
c. Outcome Pupils can enhance the correct use of What does he / she do? – He's /
She's _____. to ask and answer questions about jobs in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Whole
questions to help them identify the jobs of the people in the class/
pictures (see Input). Individual
Step 2: Elicit the missing words in the speech bubble and work
write them on the board. Get pupils to say the completed
sentence.
Step 3: Put pupils into pairs to practise the exchanges. Go
around the classroom to offer support where necessary. Pair work
Step 4: Invite a few pairs to point at the pictures and ask
and answer questions about the jobs of the people in the
pictures.
Extension: If time allows, get a few pairs to ask and answer
questions about their real family members.
e. - Performance products: Pupils’ questions and answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Play who wants to be a millionaire (powerpoint)
Option 2: Board game (on the next page) Whole
class/
*Project preparation Group
Tell pupils about the project on page 17. Ask them to work
prepare for it at home by collecting photos or drawing
pictures of their family members, focusing on their jobs and
workplaces. They should ask their parents if they do not
know their parents’ jobs or workplaces. Remind pupils to
bring their photos or drawings to the class at Project time in
Lesson 3, Activity 6.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 12: JOBS

Lesson 1 – Period 2

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – listen to and understand four communicative contexts in which pupils ask
knowledge & and answer questions about the jobs of family members.
skills – complete four gapped exchanges with the help of picture cues.
– sing the song My lovely family with the correct pronunciation, rhythm and
melody.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Show pride in their parent's jobs and respect to other people’s jobs
II. RESOURCES AND MATERIALS
- Student’s book: Page 13
- Audio tracks 13, 14
- Teacher’s guide: Pages 172-174
- Website [Link]
- Flash cards/ pictures and posters (Unit 12)
- Computer, projector, …
III. Warm-up and review – Listen and tick or cross - Look, complete and
PROCEDURE read - Let’s sing – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
Option 1: Q-A with some students and asks pupils to Whole
count how many friends like the same occupations class/
Option 2: Spend a few minutes revising the previous Individual
lesson by inviting a few pairs of pupils to come to the front work
of the class to ask and answer questions about the jobs of
 the people in Activity 3 on page 12, using What does he /
she do? – He’s / She’s _____.
Option 3: Game: What does he/she do? (PPT slides)
PRACTICE
Activity 4. Listen and tick or cross. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils
ask and answer questions about the jobs of family members.
b. Input Picture cues:
a. a teacher b. a policeman
c. an office worker d. an actor

Audio script:
1. A: What does your mother do?
B: She’s a farmer.
2. A: What does your father do?
B: He’s a policeman.
3. A: Is your mother an office worker?
B: Yes, she is.
4. A: What does your father do?
B: He’s a farmer.
c. Outcome Pupils can listen to and understand four communicative contexts about
the jobs of family members, then tick or cross the pictures.
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask the Whole
questions What does he / she do? Elicit the answers from class/
pupils. Tell pupils that they have to look at the people in the Individual
pictures, recognise their jobs and tick or cross the boxes work
while listening.
Step 2: Play the recording all the way through for pupils to
listen. Then play the recording again for them to listen and
tick or cross the pictures.
Step 3: Get pupils to swap books with a partner to check Pair work
their answers before checking as a class. Correct the
answers, if necessary.
Extension: If time allows, play the recording, sentence by
sentence, for pupils to listen and repeat in chorus. Correct
their pronunciation where necessary.
Key: a. x b. c. d. x

e. - Performance products: Pupils’ answers.

Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.
b. Input – Four picture cues
– Four gapped exchanges to complete
c. Outcome Pupils can complete four gapped exchanges with the help of picture cues.
d. Procedure Step 1: Model Exchange 1. Have pupils read the exchange Whole
and guess the missing word in the answer. Then draw class/
pupils’ attention to the picture and elicit the woman’s job Individual
that can be used to fill in the gap (e.g. office worker). work
Step 2: Give pupils time to do the task independently. Go
around the classroom to offer help where necessary.
Step 3: Get pupils to swap books with a partner and check Pair work/
their answers before checking as a class. Nominate a pupil Whole
to write the answers on the board. Give further support to class
those pupils who find it difficult to do the task.
Step 4: Invite four pairs of pupils to act out four completed
exchanges in front of the class. Correct their pronunciation
where necessary.
Key: 1. office worker 2. an actor 3. do; a policeman
4. What; She’s a farmer.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song My lovely family with the correct pronunciation, rhythm
and melody.
b. Input The lyrics and the recording of the song My lovely family
c. Outcome Pupils can sing the song My favourite subject with the correct
pronunciation, rhythm and melody.
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole
song. Encourage them to point at the pictures to reinforce class/
their understanding. Individual
Step 2: Have pupils read the first verse of the lyrics. work
Explain that the first verse is about a family’s jobs. Have
pupils listen to the first verse, drawing their attention to the
pronunciation, rhythm and melody. Then let them listen to
 and practise singing it line by line while clapping their
hands.
Step 3: Repeat Steps 1 and 2 with the second verse.
Explain that it is about the jobs of another family. Check
comprehension and give feedback.
Step 4: Ask pupils to listen to and sing the whole song
while clapping their hands. Go around the classroom and
offer help if needed. Group
Step 5: Invite a few groups to the front of the class to sing work
the song. The class may sing along and clap to reinforce the
activity.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Watch a video to know more about jobs Whole
Option 2: Do the matching exercise (The worksheet in the class
next page)
Option 3: Karaoke competition
Pick some pupils, divide them into boys and girls groups
standing face to face.
Assign them parts of the song.
Extension: If pupils perform well, prepare some flashcards
of other jobs and ask pupils to change the lyrics using the
flashcards.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 12: JOBS

Lesson 2 – Period 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – understand and correctly repeat the sentences in two communicative
knowledge & contexts in which pupils ask and answer questions about the place of work of
skills a family member.
– correctly say the phrases and use Where does he / she work? – He / She
works _____. to ask and answer questions about places of work.
– enhance the correct use of Where does he / she work? – He / She works
_____. to ask and answer questions about places of work in a freer context.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Show pride in their parent's jobs and respect to other people’s jobs
II. RESOURCES AND MATERIALS
- Student’s book: Page 14
- Audio tracks 15, 16
- Teacher’s guide: Pages 174-176
- Website [Link]
- Flash cards/ pictures and posters (Unit 12)
- Computer, projector, …
III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE Let’s talk – Fun corner and Wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
- Greet the class and encourage pupils to respond to your
greeting. Whole
Option 1: Invite a few pupils to the front of the class to class/
 sing the song My lovely family. The class may sing along Individual
and clap hands. work
Option 2: Game: Slap the board (using flashcards) to
review words about jobs in the previous lesson
Option 3: Sing the warm-up song (Powerpoint)
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative
contexts in which pupils ask and answer questions about the place of
work of a family member.
b. Input – Context a: Bill: What does your mother do? Mai: She’s a nurse.
– Context b: Bill: Where does she work? Mai: She works at a nursing
home.
c. Outcome Pupils can understand and correctly repeat the sentences in two
communicative contexts in which pupils ask and answer questions about
the place of work of a family member.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole
the characters. Check comprehension. class/
Step 2: Ask pupils to look at Picture a. Play the recording Individual
for them to listen and familiarise themselves with the work
characters’ voices. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Correct their
pronunciation where necessary. Repeat the same procedure
with Picture b.
Step 3: Invite a few pairs to the front of the class to listen to Pair work
and act out the exchanges.
Step 4: Draw pupils’ attention to the question Where does
she work? and the answer She works at a nursing home.
Explain that these structures are used to ask and answer
questions about where someone works.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use Where does he / she work? – He /
She works _____. to ask and answer questions about places of work.
b. Input – Picture cues:
a. A woman working at a nursing home
b. A man working at a factory
 c. A woman teaching at a school
d. A man working on a farm
– Speech bubbles: Where does he / she work? – He / She works _____.
Audio script:
a. at a nursing home b. at a factory c. at a school d. on a farm

a. A: Where does she work?

B: She works at a nursing home.
b. A: Where does he work?
B: He works at a factory.
c. A: Where does she work?
B: She works at a school.
d. A: Where does he work?
B: He works on a farm.
c. Outcome Pupils can correctly say the phrases and use Where does he / she work? –
He / She works _____. to ask and answer questions about places of work.
d. Procedure Step 1: Ask pupils to look at Picture a and identify the Whole
place of work of the woman. Play the recording for pupils class/
to listen to and repeat the phrase in chorus and individually Individual
until they feel confident. work
Step 2: Draw pupils’ attention to the speech bubbles and
elicit the missing phrase in the answer. Play the recording
for pupils to repeat the sentences in both bubbles a few
times. Remind pupils to point at the relevant picture when
they are repeating.
Step 3: Repeat Steps 1 and 2 with Pictures b, c and d. Go Whole
around the classroom and offer help if necessary. class/ Pair
Step 4: Invite a few pairs to point at the pictures and say work
the questions and answers in front of the class.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Where does he / she work? – He / She
works _____. to ask and answer questions about places of work in a freer
context.
b. Input – Picture cues: a woman working at a nursing home, a man teaching in a
classroom, a woman working at a factory, a man working on a farm
– Speech bubbles: Where does he / she work? – _____.
c. Outcome Pupils can enhance the correct use of Where does he / she work? – He /
 She works _____. to ask and answer questions about places of work in a
freer context.
d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole
job as well as the workplace of the character in each class/
picture. Ask What does he / she do? Where does he / she Individual
work? Check comprehension. work
Step 2: Give pupils time to work in pairs and take turns Pair work
asking and answering the questions. Go around the
classroom to offer support where necessary.
Step 3: Invite a few pairs to come to the front of the class
and act out the roles.
e. - Performance products: Pupils’ questions and answers.
Assessment - Assessment tools: Observation; Questions & answers.
Fun corner and wrap-up: 5 minutes
Option 1: Play the game Where does he/she work?
(powerpoint) Whole
Option 2: Game class
[Link]
Option 3: Swap flashcards to revise the learnt words and
get to know some new words of jobs
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 12: JOBS

Lesson 2 – Period 4
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – listen to and understand two communicative contexts in which pupils ask
knowledge & and answer questions about jobs and workplaces of family members and tick
skills the correct pictures.
– complete two gapped exchanges with the help of picture cues.
– practise using the target vocabulary and sentence patterns by playing the
game Guessing game.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Show pride in their parent's jobs and respect to other people’s jobs
II. RESOURCES AND MATERIALS
- Student’s book: Page 15
- Audio track 17
- Teacher’s guide: Pages 176 - 178
- Website [Link]
- Flash cards/ pictures and posters (Unit 12)
- Computer, projector, …
III. Warm-up and review – Listen and tick – Look, complete and read –
PROCEDURE Let’s play – Fun corner and Wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
Option 1: Whole
Spend a few minutes revising the previous lesson by class/
inviting a few pairs to the front of the class to take turns Individual
asking for and answering about the places of work of the work
people on page 14.
Option 2: Play a quizizz game about jobs (powerpoint)
[Link]
source=quiz_share
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which pupils
ask and answer questions about jobs and workplaces of family members
and tick the correct pictures.
b. Input Picture cues:
1a. A nurse working at nursing home 2a. A man working on a farm
1b. A nurse working at a hospital 2b. A man working at a factory
Audio script:
1. A: What does your mother do?
B: She’s a nurse.
A: Where does she work?
B: She works at a hospital.
2. A: What does your father do?
B: He’s a worker.
A: Where does he work?
B: He works at a factory.
c. Outcome Pupils can listen to and understand two communicative contexts in which
pupils ask and answer questions about jobs and workplaces of family
members and tick the correct pictures.
d. Procedure Step 1: Ask pupils to look at Pictures 1a and 1b and Whole
identify the job and the workplace of each character. Ask class/
What does she do? and Where does she work? Draw their Individual
attention to the places of work of the women. Check work
comprehension.
Step 2: Play the recording of the first dialogue for pupils to
listen to. Then play the recording again for them to tick the
correct pictures.
Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Pair work
Step 4: Get pupils to swap their books with a partner and
check their answers before checking as a class. Correct the
answers if needed. Play the recording a third time for pupils
to double-check their answers. Whole
Key: 1. b 2. b class/
Extension: If time allows, play the recording, sentence by Individual
sentence, for the class to listen to and repeat the dialogues work
individually and in chorus. Correct pronunciation where
necessary.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete two gapped exchanges with the help of picture cues.
b. Input Picture cues:
 – Two picture cues
– Two gapped exchanges to complete
c. Outcome Pupils can complete two gapped exchanges with the help of picture cues.
d. Procedure Step 1: Have pupils look at the pictures. Get them to hole class/
identify the characters and places in the pictures. Individual
Step 2: Have pupils look at the two gapped exchanges. work
Draw their attention to the missing words in the questions
and answers.
Step 3: Model Exchange 1. Have pupils look at the first
gap. Ask them what word is missing (She's). Then have
them complete the sentence (She is a nurse.). Get them to
guess the missing word in the second answer and complete
the answer (hospital).
Step 4: Repeat the same procedure with Exchange 2. Set a
time limit for pupils to complete the gaps individually. Go
around the classroom and give further support to pupils
who find it difficult to do the task.
Step 5: Get pupils to swap books, then check the answers Pair work/
as a class. Invite a few pairs to read the completed Whole
exchanges aloud. class
Key: 1. nurse; work at 2. a worker; work; at a factory
Extension: Invite two pairs of pupils to act out the
completed exchanges in front of the class.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 6. Let’s play. 8 minutes
a. Goal To practise using the target vocabulary and sentence patterns by playing
the game Guessing game.
b. Input – A picture illustrating how to play the game in which a teacher standing
between two groups of pupils is giving hints, and one pupil is answering
– Speech bubbles:
Teacher: He’s a farmer. Nam: He works on a farm.
c. Outcome Pupils can practise using the target vocabulary and sentence patterns by
playing the game Guessing game.
d. Procedure Step 1: Tell pupils the goal of the game and how to play it.
Explain that they have to listen to the teacher’s sentences
and reply to the places where they work as quickly as
possible. Whole
Step 2: Invite two groups of pupils (three pupils in each class/
group) to the front of the class. Then say (e.g. He’s a Individual
farmer.) and ask the groups to reply (e.g. He works on a work
farm.). The group that gives the correct answer more
quickly gets one point / star. The group with more points /
stars is the winner.
Extension: When pupils feel confident with the game, call Pair work/
on one or two pupils to act as the teacher to say the Group
sentences to the groups. work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Guess the jobs or work places (powerpoint)
Option 2: Guess where?
Call some pupils to write down or draw one thing or one Whole
word related to the job they choose, class
The teacher describes the word/ drawing and asks the rest to
guess the job and the workplace.
Option 3: Whispering game
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 12: JOBS

Lesson 3 – Period 5
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – correctly repeat the sounds of the letters ar and ur in isolation, in the words
knowledge & farmer and nurse, and in the sentences My father is a farmer. and My mother
skills is a nurse with correct pronunciation and intonation.
– identify the target words farmer and nurse while listening.
– say the chant with the correct pronunciation and rhythm.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Show pride in their parent's jobs and respect to other people’s jobs
II. RESOURCES AND MATERIALS
- Student’s book: Page 16
- Audio tracks 18, 19, 20
- Teacher’s guide: Pages 179, 180
- Website [Link]
- Flash cards/ pictures and posters (Unit 12)
- Computer, projector, …
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s
PROCEDURE chant – Fun corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting.
Option 1: Lip- reading game Whole
 - Guide pupils to say any jobs they like without class/
making a sound. Divide them into groups Individual
- Each pupil takes turns to say any job without work
making a sound while the rest guess the job.
Option 2: Game: Guess the job (powerpoint)
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters ar and ur in isolation, in the
words farmer and nurse, and in the sentences My father is a farmer. and
My mother is a nurse with correct pronunciation and intonation.
b. Input – The letters ar, the word farmer and the sentence My father is a farmer.
– The letters ur, the word nurse and the sentence My mother is a nurse.
c. Outcome Pupils can correctly repeat the sounds of the letters ar and ur in isolation,
in the words farmer and nurse, and in the sentences My father is a
farmer. and My mother is a nurse with correct pronunciation and
intonation.
d. Procedure Step 1: Have pupils point at the letters ar, the word farmer, Whole
and the sentence My father is a farmer. Play the recording class
for them to listen and repeat in chorus and individually until
they feel confident. Correct their pronunciation where
necessary.
Step 2: Invite a few pupils to listen to and repeat the sound, Individual
the word and the sentence in front of the class. Praise them work
when their pronunciation is good.
Step 3: Repeat Steps 1 and 2 with the letters, the word and Whole
the sentence in the second line. Go around the classroom class
and correct their pronunciation where necessary.
Step 4: Let pupils work in pairs or groups, pronouncing the
sounds, saying the words and reading the sentences until Pair work
they feel confident.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the target words farmer and nurse while listening.
b. Input Two gapped sentences, each with three answer options
Audio script:
1. His mother is a nurse.
 2. Her father is a farmer.
c. Outcome Pupils can identify the target words farmer and nurse while listening.
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole
have to listen to the recording and circle the correct options. class/
Check comprehension. Individual
Step 2: Get pupils to read the gapped sentences and guess work
which option can be chosen to fill in each gap.
Step 3: Play the recording, once or twice, for pupils to
listen and circle the correct options. Get pupils to swap
books with a partner and check their answers before
checking as a class. Play the recording again for pupils to
double-check their answers.
Step 4: Invite a few pupils to stand up, listen to and repeat
the completed sentences in front of the class. Correct their
pronunciation where necessary.

Key: 1. b 2. c
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct pronunciation and rhythm.

b. Input The lyrics and recording of the chant.

c. Outcome Pupils can say the chant with the correct pronunciation and rhythm.
d. Procedure Step 1: Have pupils read the first verse of the chant and
draw their attention to the sounds of the letters ar and ur,
the words farmer, farm, nurse and nursing and the
sentences My father is a farmer. He works on a farm. My
mother is a nurse. and She works at a nursing home. Check
comprehension.
Step 2: Play the recording of the first verse. Play the
recording again, line by line, for pupils to listen and repeat.
Correct their pronunciation where necessary. Draw their Whole
attention to the rhythm and pronunciation. Encourage them class/
to clap while chanting. Individual
Step 3: Repeat Steps 1 and 2 with the second verse of the work
chant. Draw pupils’ attention to the sounds of the letters ur
and ar, the words nurse, nursing, farmer and farm, and the
 sentences Our father is a nurse. He works at a nursing
home. Our mother is a farmer. and She works on a farm.
Step 4: Play the recording all the way through for pupils to
chant and clap their hands.
Extension: Divide the class into two or more groups to take Group
turns listening and repeating the chant while the rest of the work
class claps along.
e. - Performance products: Pupils’ performance
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Ask pupils to sketch anything related to the
places of work and ask their friends to guess the working Whole
place their friends sketch. class
Option 2: Create your own chant about your family.
 School: ____________________
Grade: ____________________
Teacher: ____________________
Date of teaching: ____________________

UNIT 12: JOBS

Lesson 3 – Period 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – read and show understanding of the text by filling in the gaps in the table.
knowledge & – use the target language to complete a gapped text about pupils’ family
skills members.
– collect photos or draw pictures of family members at home and present
them to the class by using the target language.
Competences - Communication and collaboration: work in pairs and groups to complete the
learning tasks
Attributes - Show pride in their parent's jobs and respect to other people’s jobs
II. RESOURCES AND MATERIALS
- Student’s book: Page 17
- Teacher’s guide: Pages 180 - 182
- Website [Link]
- Flash cards/ pictures and posters (Unit 12)
- Computer, projector, …
III. Warm-up and review – Read and complete – Let’s write – Project – Fun
PROCEDURE corner and wrap-up

Procedure Teacher’s and pupils’ activities Interaction Note

Warm-up and review: 5 minutes
Greet the class and encourage pupils to respond to the
greeting. Whole
Option 1: Spend a few minutes revising the previous class/
lesson by inviting two groups of three to the front of the Individual
 class to take turns saying the two verses of the chant and work
clapping their hands. (Powerpoint)
PRACTICE
Activity 4. Read and complete. 5 minutes
a. Goal To read and show understanding of the text by filling in the gaps in the
table.
b. Input – A short text about a pupil’s family members
– A table with gaps to complete
c. Outcome Pupils can read and show understanding of the text by filling in the gaps
in the table.
d. Procedure Step 1: Tell pupils the goal of the activity and explain that Whole
they should read the text and fill in the gaps in the table. class
Check comprehension.
Step 2: Do the first gap as an example. First, have pupils Individual
read the question What does she do? to focus their attention work
on the job of the mother. Then have them read the text and
choose the appropriate word to fill in the gap (nurse).
Step 3: Set a time limit for pupils to do the task Whole
independently. Go around the classroom and offer help if class
necessary.
Step 4: Get pupils to swap their books with a partner and Pair work
check their answers before checking as a class. Correct the
answers where necessary.
Extension: Invite one or two pupils to read the text in front
of the class. Correct their pronunciation where necessary.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRODUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To use the target language to complete a gapped text about pupils’ family
members.
b. Input A short gapped text

c. Outcome Pupils can use the target language to complete a gapped text about the
jobs and places of work of their family members.
d. Procedure Step 1: Tell the class the goal of the activity and explain Whole
that they should read the gapped text and fill in the gaps class/
with their own information. Explain that the gaps in the text Individual
focus on the jobs and workplaces of their family members. work
Check comprehension.
 Step 2: Have pupils do the first gapped sentence together as
an example. Ask them to read the sentence and elicit their Whole
mothers’ jobs. Then have them write the jobs down. class
Step 3: Give pupils time to complete the text
independently. Go around the classroom and offer help if
necessary.
Step 4: Get pupils to swap their books with a partner and Pair work
check their answers before checking as a class.
Extension: Invite one or two pupils to read their completed
texts in front of the class.
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRODUCTION
Activity 6. Project. 8 minutes
a. Goal To collect photos or draw pictures of family members at home and
present them to the class by using the target language.
b. Input A picture of a girl showing the photos /pictures of her family members
she has selected or drawn at home and presenting to the class
c. Outcome Pupils can collect photos or draw pictures of their family members at
home and present them to the class by using the target language.
d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole
have to show the photos / pictures that they have prepared class/
at home and present them to the class. Individual
Step 2: Have pupils work in groups of three. Each pupil work
shows their photo / picture and tells the group about it, e.g.
This is a photo of my family. This is my mother. She’s a
nurse. She works at a hospital. This is my father. He’s a
farmer. He works on a farm. Go around the classroom and
offer help if necessary.
Step 3: Invite a few pupils to show their photos and tell the Individual
class about them. Praise pupils when they do the task well. work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
Option 1: Play the spinner game: play in groups/ pairs
with a pencil, spin the pencil and score one point with one
correct answer. Whole
Option 2: Look at the picture, name the jobs and class
workplaces. (Powerpoint)