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During the lesson, learners are progressing toward the following language learning aims: shows what activities to take out of a two hour class.
Content / Activities Resources
Sub-theme: Jobs Lesson Prepared by Vivienne YuCan Do Statements Can listen attentively to complete a table of information Literature
Mr Brown the Circus Clownby Kenn Nesbitt
Course Book: Kid’s Box 5
Pupil’s Book: pp.18-19Activity Book: pp.18-19Teacher’s Book: pp.28-29CD 1: Track 31-32Extra CD 5
Teacher’s Resources
1. Poems2. Whole-Body Listening3. The Broken Telephone4. CD Transcript
Activity Sheets
1. Whole-Body Listening2. What do they do?3. Future Job4. Jobs
Additional MaterialsSelf-AssessmentLesson LogA3 paper
Stage plan overview:
Introduction Assign students into two groups; have students brainstorm a list of as many jobs as they can think of in one minute on a piece of A3
paper. Record all jobs mentioned from their lists on the board and discuss what people do in their jobs. Ask students to rate these jobs and have them explain to the class what they are going to be, using last week’s grammar. I am going to
be an actor.Supporting Tasks
Read poems from Teacher Resource 1 and follow instructions for the activity. Discuss good listening skills – students can complete Activity Sheet 1 – Whole Body Listening. Teacher may use Teacher
Resource 2 poster to introduce what whole-body listening is. Complete PB p.18-19 Ex 8 - 12 and AB p.18-19 Ex 8 – 12 to further practise job vocab.
Play The Broken Telephone from Teacher Resource 3 to practise listening skills. Re-Read Mr Brown the Circus Clown (from Teacher Resource 2) and ask questions to check comprehension.
Main Task Distribute Activity Sheet 2 – What do they do? to students. Explain to the class that four people will be speaking about their jobs, and
students will have to record and complete the table. Students also will have to figure out these characters’ jobs by the clues given. Play Extra CD Track 5 once or read out the transcript from Teacher Resource 4.
Review answers with students when students finish.Post Task Activities
Refer to all the jobs mentioned in class, have students imagine they do one of these jobs and write about their normal day at work forezine. Students may use Activity Sheet 3 – Future Job to write a paragraph about their imaginary job. Teacher may provide guiding questions on the board to help students generate the content of the paragraph. For example, what is the job, what is special about this job, etc.Lesson Log
Students complete their Lesson Log and Self-Assessment - Task 8
Extension: Complete Activity Sheet 4 - Jobs.
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Teacher Resource 1
Read the following two poems to the class from the book Steady Hands: Poems About Work by Tracie Vaughn Zimmer. (For this activity, do not read the title of the poem.)
Poem 1: Before reading the poem, recommend students to close their eyes while listening to picture what time of the day this poem depicts.
Morning
Rooster nudgesthe sun out of bed.
Alarms jangle, sing, or speak to restless dreamers.
How showers and fresh coffeetransform zombiesinto humans,while razors, combs, toothpaste, and brusheswork in two-minute shifts.
Backpacks and briefcases swallow booksand notes for breakfast.
Engines humheels clickand doors thudbehind ambitions.
Poem 2: Have students guess the job of this poem and ask them what keywords helped them to figure out the job.
BakerSnowy flour dusts the earlylavender lightin the backroom of the bakery.With each flaprollflapthe baker’s handsdisappearand reappearin the folds
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of dough.
Teacher Resource 2
Teacher shows this picture to class and discuss with students what each body part needs to do in order to practice good listening skills. During the discussion, teacher may comment on students who are practicing good listening skills.
After the discussion, students complete Activity Sheet 1.
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Teacher Resource 3
The Broken Telephone, is a game which one person whispers a message to another. The goal of this game is to have students pass on the message one by one until the last player announces the message to the entire group.
Part 1:Depending on the size of the class, teacher may choose to have students sit or stand in a row, or have students spread out in the classroom (e.g., against the wall, at each corner of the room). If possible, teacher may divide the class into two teams and see which team gets the most information closely matching to the original message.
Teacher will start whispering a line from Mr Brown the Circus Clown by Kenn Nesbitt:
Mr. Brown, the circus clownputs his clothes on upside down.He wears his hat upon his toesand socks and shoes upon his nose.
He ties his ties around his thighsand wraps his belt around his eyes.He hangs his earrings from his hipsand stockings from his fingertips.
He puts his glasses on his feetand shirt and coat around his seat.And when he's dressed, at last he standsand walks around upon his hands.
Teacher to choose as much / little information from the above poem to serve as the messages to be passed around.
Part 2:Regroup students and ask students to share if this game is difficult, and why it can be.Introduce tips for Active Listening:
Look at the speaker and pay attention to his/her facial expression and body gesture.
Try to remember some special words (keywords) that you hear.
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Think quietly to yourself, and see if you understand what the speaker is saying. If not, ask questions when the speaker is finished.
Teacher Resource 4
CD Transcript from Kid’s Box 5 Teacher Resource Pack, needed for today’s main task (Activity Sheet 2)
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Activity Sheet 1
How do we listen with our whole body? Fill in the correct description for each body part.
No talking, humming or making sound Faces the speaker
Quiet on the floor Look at the person talking to you
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Eyes
Ears
Mouth
Hands
Feet
Body
Brain
Quiet in lap, pockets or by your side
Thinking about what is being said.
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Activity Sheet 2
Look at the picture. What job does this man do? When and where does he work? Does he enjoy his job?
Listen to the people talk about their jobs. Complete the table. What do you think each person does?
Name When do they work?
Where do they work?
Why do they like their job?
What do you think they do?
John At the weekends
Robert
Emma
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Jane
Activity Sheet 3
What type of job do you want to do in the future? Imagine you are being interviewed by Kid’s Box ezine and you have to provide a short paragraph to introduce yourself and your job. Here are some questions that may help you to think of what to write for your paragraph.
What job? Why do you want to do this? What are you good at?
You may refer to Pupil’s Book p.18 Exercise 8 for examples.
(Draw a picture of you.)
______________________ (your name) is a famous
____________________________(job).
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________________________________________________________________________________
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Activity Sheet 4
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Date: ______________________________
Today’s theme:____________________________________________________
Today’s literature:____________________________________________________
Three things I learned or practised today:
Date: ______________________________
Today’s theme:____________________________________________________
Today’s literature:____________________________________________________
Three things I learned or practised today:
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