Baøi soaïn tham khaûo let’s go 2 – Unit 5: Occupations Hoïc kyø 2



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Baøi soaïn tham khaûo - LET’S GO 2 – Unit 5: Occupations Hoïc kyø 2

Unit 5:



Topics

Key words

Language Items

Social Language

Extra activities


Occupations

a shopkeeper, a cook, a nurse, a farmer, a taxi driver, a train conductor, a police officer,

a teacher, a student, a doctor,

a pilot, an engineer, a dentist (an office worker, a fire fighter)


  • Who‘s he/she?

He/she’s a cook.

  • Who are they?

They are cooks.

  • Is he/she a cook?

Yes, he/she is.

No, he/she isn’t.



  • Are they cooks?

Yes, they are.

No, they aren’t.



  • I am a cook.




  • What’s the matter?

  • I’m sick.

  • That’s too bad.

  • Maybe Mrs. Green can help you.

  • Thanks for your help.

  • You’re welcome.

  • Get better soon.




  • Occupation game

  • Drawing and describing my family members


  • Week 1: LET’S START: LET’S TALK, LET’S SING, LET’S MOVE – Period 1 + 2


    OBJECTIVES: Ss express how they feel and discuss their daily activities

    Emphasizing on Speaking skill.

    Topic – Key language

    Resources and materials

    Key Activities for Lesson


    Integrated skills:

    Listening, speaking, reading, writing


    Key Vocabulary:

    a nurse, a teacher,

    a student (monitor),

    a police officer, a cook


    Sentence Pattern:


    1. Who’s he/ she? He/ She’s the new nurse.

    2. What’s the matter? I’m sick.

    Get better soon.

    1. Thanks for your help.

    You’re welcome.


    Cultural tip: Married women are usually addressed as Mrs. and unmarried women as Miss. If you don’t know if a woman is married or single you can address her as Ms. Married and single men are addressed as Mr.


    • Feeling cards:

    sick, hot, cold,

    tired, sad

    • Teacher Cards: 119, 120, 125, 126, 127

    • CD2 track 2 + 4

    • Workbook, Skills book – Page 38+39



    Introduction

      • Weather song
      • T gives some commands with “Please”: (type, wink, do a cartwheel, play ping pong… then use the let’s move: everyday activities several times: wake up…) and speeds them up.


      • Interview: Sts walk around the class and ask: Who is your best friend? It’s Mai Thy.

      • Presentation: T gives a meaningful context to lead in the dialogue: (Gogo is not here today, because he is sick, cold and sad. How can we help?...take him to the teacher? No? He needs to see a nurse or a doctor. Today, we learn about feelings and jobs. Let’s sing a song first so we will know what we learn)

    Ss listen to the song twice (CD2 track 4) T uses the feeling cards and your feeling ??? to illustrate. Sts clap to keep the beat. Ss sing the song line by line then the whole song.

    T models the dialogue with feeling cards while playing the audio (CD2 track 2 )

    T (may) teach more occupations: a teacher, a student, a police officer, a cook

    Sts repeat the dialogue several times (whole class, groups, pairs)

    Sts practice the dialogue in groups of three several times (role play)

    T invites some volunteer pairs to practice in the front.

    T invites 3 volunteer Sts to the front and presents the dialogue (p 38 Student book)

    T explains how to use Mr., Mrs., Miss. and Ms., and gives some examples. Then asks Ss give more examples.



    Development

      • Group-work: Sts work in groups of six and create new dialogue with new words. T gives them clues. For example: lost- Mr. Lee-police officer; hungry- Mrs Wilson-cook; can’t do the exercise-Miss Van-new history teacher; sick-Ms. Xuan-nurse; bored-John-monitor:

    1. What’s the matter? I’m bored. Maybe John can help you. Who is he? He’s a monitor of our class.
      • T tells some situations so Sts know when they can say thanks (3rd pattern).


      • Find unhappy students: before class, assign 6 Sts to be “unhappy”. All Ss walk around and ask the others: “What’s the matter” “I’m Ok” is answered by the whole class except 6 “unhappy” Ss. They don’t show their feelings but say: “I’m sick/ tired…” Ss who find the “unhappy” ones and take them to the stage will win the game.

    Consolidation

      • Singing: All Ss sing the “What’s the matter?” song again.

      • Exercises: Workbook (p 38 + 39), Skills book (p 38 + 39)

      • Story time


  • Week 1: LET’S LEARN – Period 3 + 4

    OBJECTIVES: Ss learn about occupations with the pronouns “he/she”

    Emphasizing on reading skill.

    Topic – Key language

    Resources and materials

    Key Activities for Lesson



    Integrated skills:

    Listening, writing speaking, reading


    Key Vocabulary:

    a shopkeeper, a farmer, a taxi driver, a train conductor, an office worker (a teacher, a student, a police officer, a cook)


    Sentence Pattern:

    1. He/She’s a cook.

    2. Who’s he/she? He/She’s a cook.

    3. Is he/she a cook? Yes, he/she is./ No, he/she isn’t.




    • Character cards: Gogo

    • Teacher Cards: 118-127
    • CD2 track 8, 12, 14


    • Word Cards and pictures about occupations

    • Workbook, Skills book – Page 40+41


    Introduction

    • Weather song

    • Song: “What’s the matter?” with gestures

    • Who’s he/she?” game: T writes the definition on the board. Sts read and guess the occupation (Maybe Mr. Lam/Ms Lan/ Hoa can help you when you are lost/sick/sad/hungry/ can’t do the exercises…)He/She is a cook.

    • Presentation: T gives a meaningful context to lead in the dialogue (Yesterday, I had a very special day and I was so excited. Look at me and guess what I am…(do the gesture as a cook/ a nurse/a farmer, a taxi driver… Today, we learn more occupations and some days later we will have a special occupation day! ) Ss listen to CD2-track 8 while T shows T-cards and sticks them on the board and give Ss the explanations about jobs. T numbers the T- cards and says the objects, Ss say the number. T says the number, Ss say the words then T speeds it up. T and Gogo ask and answer the 2nd pattern using CD2 track 12. Ss in pairs practice the 2nd pattern.

    Development
      • Matching game: Each S receives a card with information about an occupation. They walk around the class, read and say their cards to others and they stand in groups if they have correct picture cards and word cards (A teacher – helps students/ a nurse – helps sick people/ a cook – helps hungry people/ a student – helps other students/ a police officer – helps lost people/ an office worker-works in an office/ a shopkeeper – works in a shop/ a farmer- works on a farm/ taxi driver- drives a taxi/ a train conductor/ checks the fare)


      • True – False: T writes on the boards some true/false sentences with pictures about occupations. Ex: Who are they? Tung (real name) is a teacher. Mr. Huy is a farmer... Ss read the questions and write a True/ False for the answers. After they’ve finished writing, T calls some Ss and the whole class check it. They use 2nd pattern. All Ss check the exercise when they listen to CD2 track14.

      • Sentence building: T gives each group a set of word cards. Sts rearrange the cards, walk to the front, stand in the correct order and they show the others their sentence. (They are Mr. and Mrs. Brown. They are teachers...)

    Consolidation

    • Concentration give 4 groups 4 sets of words and pictures (in each set, there are picture-questions and word- answer. Ex: picture – question: “Is he a cook?”(picture: a farmer) They have to find the “No, he isn’t” word- answer…)

    • Exercises: Workbook (p 40+41) Skills book (p 40+41). Story time

  • Week 1: Station Work – Period 5 + 6

Objective: review vocabulary of occupations, numbers, food and drink based on Listening comprehension
Save the princess and the prince

There are 6 stations in this station work. Each station is a level (from easy to hard). Satisfactory and Need to be improves Ss have to pass 4 levels, Fair Ss have to pass 5 levels and Good and Outstanding Ss have to pass all. T gives each Ss a (blue, orange or yellow) passport depend on their level. (For example: Good Ss have yellow cards, the Fair ones have the orange and the rest have the blue ones.) All Ss have to have a notebook + a pencil (and crayons). They can start at any level they like. There is a student-guard at each station. When Ss move to a station, they have to answer or do what the guard requires them to do. If they pass, the guard will write on their passport the number of that level but if not they have to try again later. When they finish enough or more levels they are required, they win the game and they can save the princess and the prince then get a present.

Level 1: Listen and point: T prepares T-cards (118-127). The guard asks each S to point to four or five T- cards
Level 2: What’s his job? T copies T book page 182, writes names around the pictures and T writes sentences for the guard. The guard says the sentences and asks each S to match the name with the tool. (Ex: What does Mr. Brown do? / What’s Mr. Brown’s job? He is a cook…Then S does the task by pointing)
Level 3: Writing: T prepares 10 words: a shopkeeper, a cook, a nurse, a farmer, a taxi driver, a train conductor, an office worker, a police officer, a teacher, a student. The guard spells 2 words to each S and he/she has to write down on his/her notebook the words correctly.
Level 4: Drawing: The guard asks each S to draw a picture about occupations.(Draw a cook. His name is Minh…) The guard checks his/her drawing and asks: (Is Minh a cook?) Ss have to give the correct answer.(Yes, he/she is…)
Level 5: What does a shopkeeper want? T writes sentences for the guard. The guard says 2 people  ???? ( mentions 2 people) (Ex: Who is she. She is Ms Wilson. What does she want? She is hungry, She wants some pasta… ) Then the guard asks Ss to write the occupations, the name and draw the tools.

Level 6: Complex listening: T prepares the sentences for the guard. The guard gives each S answer 5 parts about ????? (answer here is a verb or noun )


  • Drawing: let’s draw a boy/girl/man/woman…

  • Names: He/She is a cook…

  • Age/ members of family: He/She is eleven year old./ There are ten people in his/her family …

  • Favorite: He/She is very hungry and thirsty. He/She wants a sandwich… and lemonade…

  • Abilities: He/She can swim and dance…

  • Week 2: LET’S LEARN MORE – Period 1 + 2

OBJECTIVES: Ss identify, ask and write about occupations with they

Emphasizing on Writing skill.

Topic – Key language

Resources and materials

Key Activities for Lesson



Integrated skills:

Listening, Writing Speaking, Reading


Key Vocabulary:

teachers, police officers, doctors, pilots, engineers, train conductors, fire fighters, taxi drivers, students, dentists


Sentence Pattern:

  1. They’re pilots.

  2. Who are they? They’re Mr. Jones and Mr. Lee. They’ re pilots.

  3. Are they cooks?

Yes, they are.

No, they aren’t.



Grammar tip: Tell the Sts that they are is never contracted in Yes, they are.


  • Character cards: Gogo

  • Teacher & Student Cards: 119 -137

  • CD2 track 4, 15, 18, 19
  • Workbook, Skills book – Page 42 + 43




Introduction

  • Weather song

  • Board Race: Ss stand in 3-4 lines and T says an occupation then the 1st S in each line run and write the correct words on the board and the others take their turns.

  • Presentation: T gives a meaningful context to lead in the Vocabulary (Gogos sees many people on the occupation day. And he counts 1 farmer, 2 farmer, 1 teacher, 2 teacher. That is not correct. Do you know how to correct him?... Today we learn occupations in plural to help Gogo. Do you agree?...)

T teaches the plurals form with T cards (130-137) and CD2 track15 and compares with the singular ones.

Ss practice the 1st pattern (whole class, each group, then individual)

T divides Ss into question-group and answer-group then asks them to say the sentences as they listen to CD2 track 18+19. Then Ss work in pairs and practice the 2nd pattern on page 43.


  • Find the partners: Ss to the right write the singular occupations and the ones to the left write the plural occupations. Then they walk around and find their partners. (He’s a pilot. They are pilots…)

Development


  • Guessing game: T invites 10 Sts to the front and whispers the occupations in their ears. They have 20 seconds to show their jobs with gestures then they are frozen. The others work in groups, write down each answer in their notebooks then quickly say them out loud, using the 3rd pattern.
  • Interview: Ss write in their notebooks names, occupations and they have to interview, find and write four other jobs from their friends as fast as possible. (Mr Lee and Han are doctors)


Consolidation

  • Funny Names: Ss work in groups of 4. In each group, Ss choose 4 occupations and they themselves create the names related to the first letter of the occupations, write their new sentences and say them to the class. (Ex: Who are they? They are Mr. Clerk and Ms. Clown, the Cooks. Who are they? They are Mr. Dat and Mrs. Dung, they are Dentists…)

  • Exercises: Workbook (p 42+43), Skills book (p42+43)

  • Story time




  • Week 2: LET’S BUILD – Period 3 + 4

    OBJECTIVES: Ss listen to the occupations and abilities

    Emphasizing on Listening skill.

    Topic – Key language

    Resources and materials

    Key Activities for Lesson



    Integrated skills:

    Listening, writing speaking, reading
    Review Vocabulary:

    occupations



    Sentence Pattern:

    1. Who is Mr. Jones?

    He is a cook.

    1. What do you want to be?

    I want to be a

    cook.



    • Teacher & Student Cards: 118 -137

    • CD2 track 4, 22, 23
    • Workbook, Skills book – Page 44 + 45





    Introduction

    • Weather song




    • Chinese Whisper: T invites 3 Ss to the front and whispers to them an occupation. Then they have to whisper the jobs to their group one by one. The last S of each line runs to the front and says out loud the job.




    • Board race: Sts stand in three lines and listen to T (Who is she? She is Miss Wilson. She is a cook…), find the correct cards which are put on the desks and put them on the board.




    • Listening: Ss listen to CD2 track 22 and write the correct numbers on their book p44A.

    (T may put on the board more teacher cards and says the sentences and Sts numbers the

    pictures, so they have more opportunities to practice their listening skill )



    • T writes on the board the jobs and names in two lines. Sts listen to CD2 track 23 and match. Then they practice with their partners with book opened.




    • Guessing game: T gives 1 card faced down and asks “or question”. (Is Ms. Lee a teacher or a doctor?). Sts guess the job and say out loud. T shows the answer “Yeah, She is a teacher…”. After playing game, Sts work in pairs and do the exercises on their book p 45 C+D

    Development


    • Bingo game: Sts draw/write their own (3-6) jobs, listen to teacher and check.



    • Spelling Fun: T spells an occupation but pauses at some letters and asks Ss to guess what the job is. The one who can guess the word correctly will spell the next word.



    Consolidation


    • Interview: Sts draw on their notebooks their jobs in the future. They talk to T about their jobs then they walk around, interview the others using the 2nd pattern and they take notes.

    • Exercises workbook (p 4+45), Skills book (p 44+45)

    • Story time

  • Week 2: Station Work – Period 5 + 6

Objective: review vocabulary of occupations, numbers based on writing task

* Station 1:

A. Broken words (from page 96- from Primary Grammar Box by Caroline Nixon and Michael Tomlinson). Ss have to connect the beginning with the ending and write them down. (Ex: office-worker)

  1. office worker______

















B. Multiple-Structure Interview: T gives each S a piece of paper. Ss uses two patterns to interview their friends then fill in the box:
1. What does Mr. Green do?/ Who is Mr. Green? He is a cook.

2. What’s his/her telephone number? It is 37150330.

Name

Occupation

Tel.number




Name

Occupation

Tel.number




Name

Occupation

Tel.number

Mr. Green

Cook

37150330




Mr. Green








Mr. Green







Mr. Blue










Mr. Blue

Dentist

37189456




Mr. Blue







Ms. Wilson










Ms. Wilson










Ms. Wilson

Office worker

38918981

John










John










John







Mai










Mai








Mai









Name

Occupation

Tel.number




Name

Occupation

Tel.number

Mr. Green










Mr. Green







Mr. Blue










Mr. Blue







Ms. Wilson










Ms. Wilson







John

Shopkeeper

38658492




John







Mai








Mai

Student

375849255

* Station 2:

A. Broken words: Ss have to connect the beginning with the ending and write them down. (Ex: office-worker)

  1. He/She is an office worker. ____

  2. They are


















B. Multiple-Structure Interview: T gives each S a copy of interview form. Ss use three patterns to interview their friends then fill in the box:

1. What does Mr. Green do?/ Who is Mr. Johnson? He is a police officer.

2. Where does he/she live? He/ she lives in Dalat.

3. What’s his/her telephone number? It is 37150347.

Name

Occupation

Place

Tel. number




Name

Occupation

Place

Tel. number



Name


Occupation

Place

Tel. number

Mr. Johnson

Police officer

Dalat

37150347




Mr. Johnson













Mr. Johnson










Mr. Nam













Mr. Nam

Taxi driver

Nha Trang

39857625




Mr. Nam










Ms. Nguyet













Ms. Nguyet













Ms. Nguyet

Engineer


Brazil

36548975

Lam













Lam













Lam










Ngoc













Ngoc













Ngoc













Name

Occupation

Place

Tel. number




Name

Occupation

Place

Tel. number

Mr. Johnson











Mr. Johnson










Mr. Nam













Mr. Nam










Ms. Nguyet













Ms. Nguyet










Lam

Doctor

Tokyo

32145698




Lam










Ngoc













Ngoc

Train conductor

HCM city

36985214



* Station 3:

A. Broken words : Ss connect the beginning with the ending , write them down and match: (Ex: doc_tors___help( s ) sick people)





  1. He/She is an office worker. She/He _______________

  2. They are doctors. They help sick people.

















    • help(s) sick people

    • work(s) in an office

    • drive(s) a taxi

    • work(s) on a farm

    • put(s) out fire

    • work(s) on a train

    • work(s) in a police car

    • sell(s) things

    • build(s) building

    • fix(es) teeth


B. Multiple-Structure Interview: T gives each S a copy of interview form. Ss use four patterns to interview their friends then fill in the box:

1. What does Mr. Binh do?/ Who is Mr. Binh? He is a teacher.

2. Where does he/she live? He/ she lives in Hanoi.

3. What’s his/her telephone number? It is 36548729.

4. How is he/she now?/ How does he/ she feel? He/ She is hot.


Name

Occupation

Place


Tel.number

Feeling




Name

Occupation

Place

Tel. number

Feeling

Mr. Binh

Teacher

Hanoi

36548729

Hot




Mr. Binh













Mrs. Lee
















Mrs. Lee

Fire fighter

Hue

36958471

Tired

Ms. Xuyen
















Ms. Xuyen













Hoa














Hoa













Tung
















Tung
















Name

Occupation

Place

Tel.number

Feeling




Name

Occupation

Place

Tel. number

Feeling

Mr. Binh
















Mr. Binh













Mrs. Lee
















Mrs. Lee













Ms. Xuyen

Dentist

Japan

32145687

Cold




Ms. Xuyen













Hoa
















Hoa

Student

Long An

35789641

Sick

Tung
















Tung














Name


Occupation

Place

Tel.number

Feeling

Mr. Binh













Mrs. Lee













Ms. Xuyen













Hoa













Tung

Engineer

Ha Long

39137585

Sad




  • Week 3: EXTRA ACTIVITIES

OBJECTIVES: Ss review the occupations

Topic – Key language

Resources and materials

Key Activities for Lesson

Integrated skills:

Listening, speaking, reading, Writing



Sentence Pattern:

  1. Is he/she a doctor?

Yes, he/she is.

No, h/she isn’t.



  1. This is my father. He is an engineer.

  2. Who is he/she/ Who are they? He/She’s Mr…./ They’re cook(s)

A4 or A3 paper


A5 paper

Teacher book p.182

Reader 5: What’s the matter?

Teacher-cards:

122+123+124+



130+131+134
Teacher book p.183


  • Activity 1: Competition: T write the letters ( P L I O C E N M A) on the board and asks Ss write as many words as possible. The words in occupations (cant ???) get double points or a long words can get more points than the short ones. The one who can use all letters can get triple points and get ten point for the answer (POLICE MAN) (the sentence in red above cannot be understand and it is incorrect grammar!!!!)




  • Activity 2: Drawing and describing members of my family (Project) Sts use a A4 (or A3) paper to draw and take notes (members of their family and job). E.g. This is my father. He is an engineer…. Sts interview their friends about their families.



  • Activity 3: My future job (project) Sts draw on a flower (or any background) their future job and write notes below their pictures (I want to be a nurse because a nurse can help sick people…) T decorates the classroom with his/her Sts’ products on the board or chart.





  • Activity 4: Occupation game (Teacher’s book p 182) Sts work in pairs and play the game with dices, follow the instructions and use the 1st pattern.




  • Activity 5: Who can help me? (Reader 5: What’s the matter?): T gives sentences to Sts and they group them into topics. T shows Sts the Reader 5 and reads it to Sts. Sts may make a book with the information they create.




  • Activity 6: Dice game: T puts 6 teacher cards on the board, writes names and number under each card. Sts play the game with dices and use the 3rd pattern.




  • Activity 7: Concentration T gives 4 groups 4 sets of words and pictures (in each set, there are pictures (on teacher’s book p 183) and word- questions. Ex: picture: Mr. and Mrs. Bond (police officers) They have to find the “Are they police officers?” word- question) ???




  • Activity 8: Guessing game: T invites 5-8 Sts to the front and whispers to them their occupations. They have 20 seconds to show their jobs with gestures then they are frozen. The others have to guess their jobs.







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