Kế hoạch bài dạy Tiếng Anh Lớp 3 - Tuần 21. Unit 12: Jobs - Năm học 2022-2023 - Trà Thị Anh Tú

 WEEK 21
 Monday, february 6th 2023
 UNIT 12: JOBS
 Lesson 2: ( 1-3) 
I. 
OBJECTIVE
S
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 someone’s job.
 - Correctly say the words and use Is he / she ____? and Yes, he / she is. / 
 No, he / she isn’t. to ask and answer questions about someone’s job.
 - Enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask 
 and answer questions about someone’s job in a freer context.
Core motivation, teamwork, work standards, reliability
competencies
General Listening: listen and recognize the jobs, then repeat
competencies Critical thinking: ask and answer about jobs
 Self-control & independent learning: perform listening tasks
Attributes Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 14
 - Audio Tracks 16, 17
 - Teacher’s guide Pages 154, 155
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDUR Let’s talk – Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes 
 Greet the class. Option 1: Sing the My mother and my father song. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Game: Simon says
 Review the previous lesson by having the class play 
 the game Simon says, using the words: doctor, Whole 
 teacher, driver, worker. class
 Teacher says “Simon says ” for the pupils to do the 
 actions. When the teacher doesn’t start the sentence 
 with “Simon says”, pupils do nothing. Who can make 
 it until the end is the winner.
 - Simon says: Be a teacher.
 - Be a cook. 
 - Simon says: Be a cook.
 - Simon says: Be a nurse.
 - Simon says: Be a farmer.
 - Be a singer.
 - Simon says: Be a singer.
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 someone’s job
b. Input: Context a: Bill: Is she a worker? Linh: Yes, she is. 
 Context b: Bill: Is he a doctor? Linh: No, he isn’t. He’s a nurse.
c. Outcome: Pupils can understand and correctly repeat the sentences in two 
 communicative contexts to ask and answer questions about 
 someone’s job.
d. Step 1: Have pupils look at Pictures a and b and elicit Whole 
Procedure: the names of the speakers and the people in the class
 pictures. 
 Step 2: Have pupils look at Picture a. Play the Whole 
 recording again for them to listen. class
 Step 3: Play the recording again, sentence by 
 sentence, for pupils to listen and repeat individually Whole 
 and in chorus. Correct their pronunciation where class/
 necessary. Repeat the same procedure with Picture b.
 Individual 
 Step 4: Invite a few pairs to the front of the classroom work
 to listen and repeat the sentences in the recording.
 Step 5: Draw pupils’ attention to the questions Is she 
 Pair work
 a worker? and Is he a doctor? and the answers Yes, she is. and No, he isn’t. Tell pupils that they are 
 questions and answers to ask about someone’s job. Individual 
 work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal: To correctly say the words and use Is he / she ____? and Yes, he / 
 she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer 
 questions about someone’s job
b. Input: – Picture cues: a. a farmer b. a nurse c. a singer d. a cook
 - Speech bubbles: 
 Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / 
 She’s _____.
 – Flash cards for cook, farmer, singer and nurse
 Audio script:
 a. a cook / yes b. a farmer / yes 
 c. a cook / no / a singer d. a farmer / no / a nurse
 A: Is he a cook? A: Is she a cook?
 B: Yes, he is. B: No, she isn’t. She’s a singer.
c. Outcome: Pupils can correctly say the words and use Is he / she _____? – Yes, 
 he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer 
 questions about someone’s job.
d. Step 1: Have pupils look at the pictures and elicit the Whole 
Procedure: jobs. class
 Step 2: Have pupils point at Picture a (a cook), listen 
 to the recording and repeat the word. Repeat the same Whole 
 procedure with the other three pictures. Have the class class/ 
 repeat the words a few times. Use the flashcards for Individual 
 cook, farmer, singer and nurse to elicit the words. work
 Step 3: Point at Picture a and ask the question Is he a 
 cook? Elicit the answer Yes, he is. Continue with Whole 
 Picture c to elicit the answer No, she isn't. Have pupils class
 listen and repeat after the recording. Step 4: Hold up a flash card and ask a question. 
 Complete the question with different words for jobs Whole 
 to elicit Yes, she/he is. or No, she/he isn’t. Then have class
 the class repeat the answer.
 Step 5: Have pairs use the pictures in their books to 
 ask and answer questions. Go around the classroom to 
 offer support.
 Pair work 
 Step 6: Invite a few pairs to point at the pictures and 
 make a dialogue.
 Game: Listen and choose. Pair work
 - Pupils listen to the recording, look at the picture, 
 then choose the answer (Yes or No). Group 
 work
 - This game can be played in groups. 
 - Each group has a board to write the answers.
 - Groups that have the correct answers will get 
 points.
 - Encourage pupils to say the sentences aloud after 
 checking the answers.
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal: To enhance the correct use of Is he / she ____? – Yes, / No, ____. 
 to ask and answer questions about someone’s job in a freer context
b. Input: – Four pictures showing four jobs.
 – Speech bubbles: Is he / she ______? – Yes, / No, ______. 
 – Flash cards for farmer, nurse, singer and cook
c. Outcome: Pupils can enhance the correct use of Is he / she ____? – Yes, / No, 
 ____. to ask and answer questions about someone’s job in a freer 
 context. 
d. Step 1: Hold up the flash cards to elicit the jobs. Have Whole 
Procedure: pupils look at the pictures. Point at the pictures and class/ 
 elicit the jobs. Point at a certain person in the picture Individual 
 and elicit the missing words in the gapped bubbles. work
 Step 2: Give pupils time to take turns practising the 
 questions and answers in pairs. Go around the Pair work/ 
 classroom to offer support. Whole 
 Step 3: Invite some pairs to the front of the class to class
 interact with each other, pointing at the people in the 
 pictures. Pair work
 Game: Let’s go fishing
 Step 1: Divide the class into 4 teams. Group 
 work Step 2: Invite 2 pupils from each team to go to the 
 board, choose one question and practise speaking “Is 
 he/ she ________? – Yes, he/she is – No, he/ she 
 isn’t.”.
 Step 3: Encourage pupils to practise speaking English.
 Step 4: Give points to pupils. 
Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in the Whole 
 pictures of the lesson and repeat after the recordings. class
 Option 2: Game: Bingo
 Step 1: Divide the class into 4 teams. Individual 
 Step 2: Give each pupil one piece of paper. Draw a work
 Bingo grid 3x3 on the board. Ask pupils to tell you 
 the words they have learnt in the lesson. List them on 
 the board. Each pupil chooses nine words from the list 
 to copy into their grid. While they are doing this, copy 
 each word onto a piece of paper, put the pieces of 
 paper into a bag and mix them up. Nominate pupils 
 one by one to pick out a piece of paper and read the 
 word out loud. Pupils having that word in their grids 
 can cross it out. Continue the game until there is a 
 pupil who has all the words in their grid crossed out 
 and calls out Bingo! That pupil is the winner.
 Step 3: Encourage pupils to join in the game.
 Step 4: Give candies/stickers for those who get Bingo. 
 Tuesday, february 7th 2023 
 Unit 12: JOBS
 Lesson 2 :( 4-6) 
 I. 
 OBJECTIVE
 S
 Language By the end of the lesson, pupils will be able to:
 - listen to and understand four communicative contexts to ask and 
 answer questions about someone's job and number the correct 
 pictures.
 - correctly the four gapped dialogues with the help of the picture 
 cues. - revise the target vocabulary and sentence patterns by playing the 
 game Clap for ‘yes’.
Core reliability, teamwork, motivation
competencies
General Listening: listen and number
competencies Critical thinking: play the game “Clap for yes”
 Oral communication: ask and answer the questions about jobs
 Self-control & independent learning in doing tasks
Attributes: Diligence: complete learning tasks
 Responsibility: appreciate kindness to others in class
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 15
 - Audio Tracks 18
 - Teacher’s guide Pages 156, 157
 - Website sachmem.vn 
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector 
III. Warm-up and review – Listen and number – Look, complete and read – 
PROCEDUR Let’s play – Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Sing the song My mother and my father. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Game: What do they do?
 Review the previous lesson by having the class play 
 the game, using the words: farmer, nurse, singer, Group 
 cook, doctor, worker, teacher and driver. work
 Step 1: Divide the class into 4 teams.
 Step 2: One pupil from each team will go to the front, 
 look at the picture then answer the question. The 
 fastest pupil will get points. After that, each of them 
 has to say the job word aloud 3 times. Step 3: Encourage pupils to join in the game.
 Step 4: Give points to pupils.
 Option 3: Game: Throw the ball. 
 Step 1: Divide the class into 2 teams. 
 Step 2: Stick the pictures of jobs on the board. Group 
 Teacher says a word, a pupil from each team has to work
 point/throw the ball to the right picture and say the 
 word three times. 
 Step 3: Encourage pupils to take part in the game.
 Step 4: Give points to pupils. 
PRACTICE
Activity 1. Listen and number. 8 minutes
a. Goal: To listen to and understand four communicative contexts to ask 
 and answer questions about someone's job and number the correct 
 pictures
b. Input: – Picture cues: a. a nurse b. a cook c. a singer d. a farmer
 Audio script: 
 1. A: Is she a farmer?
 B: Yes, she is.
 2. A: Is your mother a cook?
 B: Yes, she is. 
 3. A: Is your mother a doctor? 
 B: No, she isn’t. She’s a nurse. 
 4. A: Is she a teacher?
 B: No, she isn't. She's a singer.
c. Pupils can listen to and understand four communicative contexts 
Outcome: to ask and answer questions about someone's job and number the 
 correct pictures.
 Key: 1. d 2. b 3. a 4. c
d. Step 1: Have pupils look at the pictures. Point at each Whole 
Procedure: picture to elicit the job. Play the recording twice so class
 that pupils can do the task. Play the recording the 
 third time to give pupils another listening 
 opportunity. 
 Step 2: Check answers together as a class. Play the 
 Whole 
 recording again for pupils to correct their answers.
 class
 Extension: If time allows, play the recording sentence 
 by sentence for the class to listen and repeat in 
 chorus. Correct their pronunciation if necessary. Whole 
 class
PRACTICE
Activity 2. Look, complete and read. 9 minutes a. Goal: To complete the four gapped dialogues with the help of picture 
 cues
b. Input: – Four picture cues
 – Four gapped dialogues
c. Pupils can complete the four gapped dialogues with the help of 
Outcome: picture cues. 
 Key: 1. she is 2. he isn't; singer 3. Yes, she is 4. No; 
 farmer
d. Step 1: Have pupils look at the pictures and identify Whole 
Procedure: the jobs in the pictures. class
 Step 2: Have pupils look at the four incomplete 
 dialogues. Draw their attention to the missing words Whole 
 in the answers. class
 Step 3: Model with Picture 1. Have pupils look at the / 
 dialogue. Ask the question, have them look at the Individual 
 picture and answer the question. Have pupils work
 complete the answer (she is). Repeat the same 
 procedure with Pictures 2, 3 and 4.
 Whole 
 Step 4: Have pupils complete the dialogues class
 individually. Get pupils to swap books with a partner, 
 then check the answers as a class. Ask a few pairs to 
 read the dialogues aloud. Pair work 
 / 
 Individual 
 Game: Role play work
 Step 1: Divide the class into 2 teams.
 Step 2: Invite each pupil from each team to go to the 
 board and practise “Is she/ he a _____? – Yes, she/ 
 Team 
 he is. No, she/ he is.” 
 work
 Step 3: Encourage pupils to practise speaking.
 Step 4: Give points to pupils. 
PRODUCTION
Activity 3. Let’s play. 8 minutes
a. Goal: To revise the target vocabulary and sentence patterns by playing 
 the game Clap for ‘yes’
b. Input: – A picture showing pupils how to play the game 
 – Flash cards of the unit vocabulary
c. Pupils can revise the target vocabulary and sentence patterns by 
Outcome: playing the game Clap for ‘yes’.
d. Step 1: Hold up a flash card for driver and ask pupils Whole 
Procedure: Is he a driver? and elicit the answer Yes, he is. Ask class
 pupils to clap their hands and repeat the answer. Ask 
 pupils to clap their hands and say Yes, he / she is. if the answer is Yes. Keep holding a flash card for driver / 
 and ask another question to elicit No, he isn’t. Ask Individual 
 pupils to stamp their feet and repeat the answer. Ask work
 pupils to stamp their feet and say No, he / she isn’t. if 
 the answer is No.
 Step 2: Repeat the procedure with the other flash 
 cards. 
 Extension: Invite a few pupils to the front of the class 
 and ask questions. Group 
 work
 Individual 
 work
 Fun corner and wrap-up: 5 minutes
 Option 1:
 Use sachmem.vn, have pupils look at the words in the Whole 
 pictures of the lesson and repeat after the recordings. class
 Option 2: Game: Guessing
 Step 1: Ask pupils to sit in a circle. Individual 
 Step 2: A pupil shows a flashcard for the whole class, work
 then pupils will ask and answer “Is he/she ______? - 
 Yes, he/ she is. No, he/she isn’t.” 
 Step 3: Students who answer correctly will stand up 
 and hold another flash card. Encourage pupils to 
 practise speaking English.
 Wednesday, february 8th 2023
 Unit 12: JOBS
 Lesson 3 : (1-3) 
I. 
OBJECTIVE
S:
Language By the end of the lesson, pupils will be able to:
 - correctly pronounce the sounds of the letters er and or in isolation, in 
 the words mother and doctor and in the sentences My mother is a 
 teacher. and My father is a doctor.
 - identify the words mother and doctor while listening.
 - say the chant with the correct rhythm and pronunciation.
Core reliability, teamwork, motivation
competencies General Listening: listen and repeat
competencies Critical thinking: listen and circle
 Self-control & independent learning: perform speaking in a chant
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
II. RESOURCES AND MATERIAL:
 - Pupil’s book Page 16
 - Audio Tracks 19, 20, 21
 - Teacher’s guide Pages 157, 158, 159
 - Website sachmem.vn
 - Flashcards/pictures and posters (Unit 12)
 - Computer, projector 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s 
PROCEDUR chant – Fun corner and wrap-up
E
 Pupils’ Note
 Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes 
 Greet the class.
 Option 1: Sing the song My mother and my father. Whole 
 - Ask pupils to sing the song. class
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Game: Picking coconuts 
 Review the previous lesson by having the class play 
 the game, using the words: teacher, nurse, driver, Group 
 cook, doctor, driver, farmer and singer. work
 Step 1: Divide the class into 4 teams. / 
 Step 2: Invite one pupil from each team to the front, Individual 
 listen to the recording and choose the right answer. work
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points to pupils.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 8 minutes a. Goal: To correctly repeat the sounds of the letters er and or in isolation, 
 in the words mother and doctor, and in the sentences My mother 
 is a teacher. and My father is a doctor. with the correct 
 pronunciation and intonation
b. Input: – The letters er, the word mother and the sentence My mother is 
 a teacher. 
 – The letters or, the word doctor and the sentence My father is a 
 doctor.
c. Outcome: Pupils can correctly repeat the sounds of the letters er and or in 
 isolation, in the words mother and teacher and in the sentences My 
 mother is a teacher. and My father is a doctor. with the correct 
 pronunciation and intonation.
d. Step 1: Draw pupils’ attention to the letters er, the Whole 
Procedure: word mother and the sentence My mother is a class
 teacher. Play the recording and encourage them to 
 point at the letter/ word/ sentence during their 
 listening.
 Step 2: Play the recording again and encourage pupils 
 Whole 
 to listen and repeat. Do this several times until pupils 
 class
 feel confident. Correct their pronunciation where 
 necessary, and praise them if their pronunciation is 
 good.
 Step 3: Repeat Steps 1 and 2 for the letter or. Whole 
 class
 Game: Listen and choose.
 Divide the class into 2 groups. Let the pupils listen to 
 the recording, then choose the correct word. Group 
 work
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal: To identify the words mother and doctor while listening
b. Input: Two pairs of sentences
 Audio script:
 1. My mother is a teacher. 
 2. Is your father a doctor?
c. Outcome: Pupils can identify the words mother and doctor while listening. 
 Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the sentences and Whole 
Procedure: tell pupils what to do in the task. Play the recording class
 twice for pupils to circle the correct options. Step 2: Tell pupils to swap books with a partner, then 
 check the answers as a class. Write the correct Pair work/
 answers on the board. Play the recording so that Whole 
 pupils can check their answers again. class
 Extension: Invite one or two pupils to stand up, listen 
 and repeat the sentences. Individual 
 work
 Game: Chinese whisper
 Step 1: Divide the class into four teams. Group 
 Step 2: Invite 5 pupils from each team to line up. The work
 first pupil gets a card/ listens to the teacher’s whisper. 
 Pupils whisper sentences to the next friends in their 
 lines. The last pupils say the sentences aloud. 
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points to the teams. 
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal: To say the chant with the correct rhythm and pronunciation
b. Input: The lyrics and the recording of the chant.
c. Outcome: Pupils can say the chant with the correct rhythm and 
 pronunciation.
d. Step 1: Draw pupils’ attention to the lyrics of the Whole 
Procedure: chant. Check their comprehension. class
 Step 2: Play the recording all the way through. / 
 Encourage pupils to listen carefully to the rhythm and Individual 
 pronunciation. Draw pupils’ attention to the sounds work
 of the letters er and or, the words mother and doctors, Whole 
 and the sentences That’s my mother. and My mother class
 is a doctor. in the chant. 
 Step 3: Play the recording line by line for pupils to 
 listen to and repeat. Correct their pronunciation if 
 Whole 
 necessary.
 class
 Step 4: Play the recording all the way through for 
 pupils to say the chant. Encourage them to clap along 
 while saying the chant. Whole 
 class
 Extension: Divide the class into two or more groups 
 to take turns listening and repeating the chant, while 
 the rest of the class claps along. Group 
 work
 Game time: 
 Step 1: Divide the class into 4 teams. Step 2: Invite one pupil from each team to stand up 
 and say one sentence aloud, the next one continues. Group 
 Then take turns reading the chant. Who can make it work
 correctly will get points for the team.
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points to pupils.
Fun corner and wrap-up: 5 minutes
 Game: Guessing
 Step 1: Divide the class into 4 teams. Group 
 Step 2: Look at the cards (1-8), there are pictures work
 behind them. Let pupils guess the jobs in the pictures. 
 (Spin the lucky wheel to get points.)
 Step 3: Encourage pupils to take part in the game and 
 practise speaking English.
 Step 4: Give points to pupils.
 Friday, february 10th 2023
 UNIT 12: JOBS
 Lesson 3: ( 4-6) 
I. 
OBJECTIVES
Language By the end of the lesson, pupils will be able to:
 - read and complete a table about the jobs of the family members.
 - read and complete a paragraph about the pupils’ parents’ jobs.
 - make a mind map about family members and present it to the class.
Core teamwork, reliability, motivation
competencies
General Critical thinking: talk about jobs
competencies Oral communication: speak about jobs
 Written communication: practise writing about jobs (Let’s write)
Attributes Kindness: help partners to complete learning tasks
 Diligence: complete learning tasks
 Leadership: collaborate with teachers to enhance language skills
II. RESOURCES AND MATERIAL
 - Pupil’s book Page 17
 - Teacher’s guide Pages 159, 160
 - Website sachmem.vn 
 - Flashcards/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
 Pupils’ Note
Procedure Teacher’s activities
 activities
Warm-up and review: 5 minutes 
 Greet the class. Whole 
 Option 1: Say the chant on page 16. class
 - Ask pupils to chant in groups / teams (boys and / Team 
 girls). work
 - Invite some of them to come to the board to role 
 play, the rest of the pupils will sing.
 Option 2: Game: Doraemon English Group 
 Review the previous lesson by having the class play work
 the game, using the words: farmer, teacher, singer, 
 driver, cook, doctor, worker and nurse.
 Step 1: Divide the class into 4 teams.
 Step 2: Invite 1 pupil to choose 1 number and guess 
 the job, then ask and answer about the job. 
 Step 3: Encourage pupils to join in the game.
 Step 4: Give points to pupils.
PRACTICE
Activity 1. Read and complete. 8 minutes
a. Goal: To read and complete a table about the jobs of the family members
b. Input: Two paragraphs and a table with four blanks
c. Outcome: Pupils can read and complete a table about the jobs of the family 
 members.
 Key: 1. cook 2. pupil 3. nurse 4. driver
d. Step 1: Tell pupils about the context of the paragraphs. Whole 
Procedure: Minh and Mary introduce their families. class
 Tell pupils about the task. Point at the table and elicit 
 the type of information they need to find in the texts.
 Step 2: Read the sentences in Paragraph 1 and tell 
 pupils to fill in the first and second blanks. Let pupils Whole 
 complete the table. Follow the same procedure with class
 Paragraph 2. Step 3: Get pupils to swap books with a partner, then Pair work/ 
 check answers as a class. Write the correct answers on Whole 
 the board. class
PRODUCTION
Activity 2. Let’s write. 9 minutes
a. Goal: To read and complete a paragraph about the pupils’ parents’ jobs
b. Input: A short gapped text
c. Outcome: Pupils can read and complete a paragraph about the pupils’ 
 parents’ jobs.
d. Step 1: Draw the pupils’ attention to the first gap and Whole 
Procedure: elicit the answer. Have pupils write their answers class
 down. Whole 
 Step 2: Continue with other gaps. Give pupils time to class
 write the answers down. / 
 Step 3: Have some pupils read their paragraphs aloud. Individual 
 Game: Presentation time! work
 Step 1: Divide the class into four teams. Whole 
 Step 2: Invite each pupil from each team to go to the class
 board then talk about their parents’ jobs. Individual 
 Step 3: Encourage pupils to take part in the game. work/ 
 Group 
 Step 4: Give points to pupils. 
 work
PRODUCTION
Activity 3. Project. 8 minutes
a. Goal: To make a mind map about family members and present it to the 
 class.
b. Input: - A sample mind map of family members 
 - Materials to carry out the project, such as coloured paper, 
 pencils and crayons
c. Outcome: Pupils can introduce the jobs of their family members using their 
 own mind maps.
d. Step 1: Point at the sample mind map and explain that Whole 
Procedure: a pupil is going to introduce the jobs of their parents class
 to their friends. / 
 Step 2: Have pupils show the mind map that they have Individual 
 prepared for the project. Revise some structures and work
 vocabulary that pupils need for their presentations. Give pupils time to practise their presentations by Whole 
 themselves. Go around the classroom to monitor and class
 offer support. / 
 Step 3: Give pupils time to practise presenting their Individual 
 mind maps within their groups. work
 Step 4: Select a few pupils to present their mind maps 
 to the class if there is enough time. Group 
 Extension: Create a class display of the projects and work 
 organise a vote to find the most beautiful ones.
 Individual 
 work 
 Whole 
 class
Fun corner and wrap-up: 5 minutes
 Game: Guessing game
 Step 1: Divide the class into 4 teams.
 Step 2: Invite 1 pupil from each team to come to the Group 
 board and do action about a job. work
 Step 3: Pupils from other teams will guess what the 
 job is.
 Step 4: Give points to the teams.