I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

-        understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member.

-        correctly say the words and use What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job.

-        enhance the correct use of What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job in a freer context.

Core competencies

teamwork, integrity, communication, planning and organization

General competencies

Listening: listen and recognize the jobs, then repeat

Critical thinking: talk about jobs

Oral communication: speak about jobs, ask and answer the questions

Attributes

Responsibility: appreciate kindness

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL

-        Pupil’s book Page 12

-        Audio Tracks 12, 13

-        Teacher’s guide Pages 150, 151, 152

-        Website sachmem.vn

-        Flashcards/pictures and posters (Unit 12)

-        Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 11, Lesson 1.

-        Ask pupils to sing the song.

-        Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game: Memory game

Review the previous lesson by having the class play the Memory game, using the words: mother; father; sister; brother.

- Divide the class into 2 teams.

- Each pupil from each team goes to the front and touches 2 squares. If they match the right word with the correct picture, they will get one point for their team.

- Encourage pupils to join in the game.

- Give points to pupils.

Whole class

Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes.

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member

b. Input:

- Context a: Minh: This is my mother. Lucy: What’s her job? Minh: She’s a doctor.

- Context b: Lucy: This is my father. Minh: What’s his job? Lucy: He’s a teacher.

c. Outcome:

Pupils can understand and correctly repeat sentences in two communicative contexts to ask and answer questions about the job of a family member.

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Point at each picture, ask questions to help them identify names of the speakers in the pictures.

Step 2: Play the recording for Picture a. Play the recording again for them to listen.

Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the question What's her job? and What's his job? and the answers She's a doctor. and He's a teacher. Tell pupils that they are questions and answers to ask about someone's job. 

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use What's his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job

b. Input:

- Picture cues: a. a doctor b. a driver c. a teacher d. a worker

- Speech bubbles: What’s his / her job? – He’s / She’s ______.

- Flash cards: doctor, driver, teacher, worker

Audio script:

a. a doctor b. a driver c. a teacher d. a worker

A: What’s her job?

B: She’s a doctor.

A: What’s his job?

B: He’s a driver.

c. Outcome:

Pupils can correctly say the words and use What’s his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the jobs.

Step 2: Have pupils point at Picture a (a doctor), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for doctor, driver, teacher and worker and have pupils say the words.

Step 3: Point at the bubble and have pupils listen and repeat after the recording (What’s her job?) Point at Picture a and have pupils listen and repeat after the recording (She's a doctor.). Repeat the same procedure with the other three pictures.

Step 4: Give pupils time to practise asking and answering the question What's her / his job? Remind them that they can use any of the four pictures to point, ask and answer the question. Go around the classroom to offer support.

Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class.

Game: Listen and choose

Let the pupils listen to the recording, then choose the correct picture. This game can be played in groups to make it more interesting.

Whole class/ Individual work

Whole class

Pair work

Pair work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of What's his / her job? – He’s / She’s ______. to ask and answer questions about someone's job in a freer context.

b. Input:

– Picture cues: a family of four people

– Speech bubbles: What’s his / her job? – He’s / She’s ______.

– Flash cards for doctor, driver, teacher and worker

c. Outcome:

Pupils can enhance the correct use of What's his / her job? – He’s/ She’s ______. to ask and answer questions about someone's job.

d. Procedure:

Step 1: Hold up the flash cards for doctor, driver, teacher and worker to elicit the question and  answer about his or her job. Have pupils look at the picture. Point at the adults in the picture and elicit mother and father and the questions What’s his job? and What’s her job?

Step 2: Give pupils time to practise in pairs. One pupil asks the question What's his / her job? and the other answers He’s / She’s ______. Go around the classroom to offer support.

Step 3: Invite some pairs to the front of the class to perform their conversations.

Game: Look and say

Ask 2 pupils to look at the pictures and practice speaking the structure of the lesson. One pupil asks then the other answers the question. (This can be more interesting when the teacher lets pupils play rock, scissors, or paper to decide who will ask.)

Whole class/ Individual work

Pair work/ Whole class

Pair work

Individual work/group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in  the picture and repeat after the recording.

Option 2:

Game: Matching game

T uses pictures and flashcards. Ask them to find and match. Praise the ones who finish matching. Then ask the class to look and say aloud.

Option 3: Preparation for the project:

Tell pupils about the project on page 17. Ask them to prepare a mind map to introduce the jobs of their family members. They need to prepare the sentences that they are presenting. In Lesson 2, Period 4, T reminds pupils of what they need to prepare for the project.

Whole class

Group work

Whole class