Lesson Overview

1. Theme / Topic LOOK 4 – UNIT 1

2. Unit / Lesson Unit 1: Lesson Opener & 1-2 (Pages 9-11)

3. Skills focus Vocabulary: Jobs + Critical thinking

Grammar: Simple present and present progressive

4. Duration 90 minutes

5. Objectives Homework correction: Pick and choose key grammar points in Extra exercises to correct in
10 mins
(or do spelling test if students do not have any trouble with their homework)
Opener:
- respond to a photo of an unusual job
- discuss their own ideas about being a window cleaner
Vocabulary:
- talk about different jobs
- listen to information about smoke jumpers and identify true statements about their job
Grammar:
- use the simple present to talk about everyday actions
- use the present progressive to talk about actions happening now.
Critical thinking: Categorize jobs, Lesson 1

6. Teaching aids - Classroom presentation tool (CPT) https://learn.eltngl.com/ (Teacher’s account and
password are provided by the QC)
- New vocabulary translations (cut in halves to get 2 copies, 1 copy each student)

- Worksheet - Matching: Words and description (one cut-out set for the teacher & one
copy for each student)
- Worksheet - Categorizing the jobs (one copy for each pair)

Page | 1
 - Worksheet - Discuss about smoke jumpers (one copy for each pair)

- Worksheet - Grammar: Simple present vs. Present progressive (one copy for each
student)
- crayons

7. Note to teachers Always have students stick handouts / worksheets onto the pages in their notebooks so
that they won’t lose them after each lesson. Use glue sticks or staplers with the help
from the teaching assistant, avoid using liquid glue.

Lesson Plan
Teaching
Activity Time Suggested in-class activities or tentative contents
aids

Homework 10’ . Homework correction: Pick and choose key grammar points in Extra
correction / exercises to correct in 10 mins
Spelling test
. Spelling test: Pick some words from previous lessons / units, say the
words and have students write them on a piece of paper. Swap the paper
and cross-check their spelling then give feedback for further practice.

Warm up 5’ . Help students recall the vocabulary of jobs with the quiz
https://www.baamboozle.com/game/508618
. Divide the class into 2 teams. Have them guess the jobs of famous people.

Unit opener 5’ Use the Photo CPT

. Have students open the book page 9. Draw their attention to the photo.
Ask several students What do you see in the photo?
. Have students discuss the questions in pairs or small groups.
For question 1, draw their attention to the photo caption. Explain that the
Burj Khalifa is the tallest building in the world.
For question 2, encourage students to think about why the man is doing the
job. Ask Who cleans the windows of your house? Explain that because the
building is so tall, there is a special team of people that cleans the windows.

Page | 2
 For question 3, encourage students to think about what the man is wearing,
as well as the window-washing equipment and climbing equipment. Ask
What kind of person do you need to be to do this job? Listen to students’
answers. If students need prompting to get them started, say some sentences
in response to your own questions, for example, You have to be brave. You
can’t be afraid of heights.
For question 4, invite students to raise their hands if they would like to do
this job. Ask them why (or why not).

Vocabulary 12’ . Write on the board: When I grow up, I want to be a/an …
. Invite students to complete the sentence, then tell them to write their
sentence in their notebook. At the end of the unit, revisit their sentences and
ask if anyone has changed his/her idea.
Part 1 - page 10
. Tell students to open their books to p. 10. Draw students’ attention to the
small photos and the words. Play TR: 2 and have students repeat the words
. Play TR: 2 again. Pause after each word to ask questions about the
different jobs. For example, ask Does this person wear a uniform? Is this a
dangerous job? Does this person drive in [his] job? Call on different
students to respond each time.
Extra challenge:
. Divide the class into 2 teams, keep the team as the first game. For each Worksheet -
turn, each team appoints one member to come to the board. Give him/her a Matching:
piece of description to see in 10 seconds, that member guesses the jobs Words and
going with the description. Then write three things related to the word for description
his teammates to speak out the word.
. Pick a word and model for students.
E.g:
Description: a person who performs in plays, movies, or television shows.
They pretend to be someone else and use their voices, facial expressions,
and body movements to entertain audiences.
Three words can be given: movie, act, TV
=> actor
. That team getting the word in the allowed period of time (about 10-20
seconds) will get a point.
. After the game, give each student a matching set to stick on their
notebook.

Vocabulary 10’ Part 2 - page 10 Worksheet -

+ Critical Categorizing
. Give each pair a worksheet of Worksheet - Categorizing the jobs. Have
thing the jobs
students work in pairs to do the required tasks in 5 minutes.
4 crayons
. Check their work as the whole class.

Page | 3
 . Ask students to use the worksheet they have just done to categorize the
jobs.

02’ Break

Vocabulary 7’ Part 3 - page 10

Before listening
. Draw students’ attention to the main photo. Ask What do you think the
man is doing? (jumping out of a plane) Why?
. Invite students to share their ideas. Then explain that the man is a smoke
jumper.
. Say We’re going to listen to a text about smoke jumpers. . Have students
read the instructions and statements.
. Ask them to under the key words so that they know what they should
focus on.
While listening
. Say: Close your eyes and listen carefully. Play TR: 3 once
Listening Strategy: Focusing on Listening Having students close their
eyes while listening can help them focus more easily and effectively on what
they hear, as it removes other stimuli and distractions.
. Have students do part 3.
After listening
. Check as the whole class, have students correct false sentences.

Vocabulary 10’ Discussion Worksheet -

Discuss about
. Tell them that they are going to discuss this job in pairs and give each pair
smoke
a copy of the Worksheet - Discuss about smokejumpers. Have students
jumpers
watch a video of this job.
Parachuting Into Wildfire: What It's Like to Be a Smokejumper
. Ask them to take notes while they are watching if necessary. After
watching, have them discuss and write down on their worksheet.
. Call some pairs to share their work.

Grammar 10’ . Open the slides and explain the grammar rules. Worksheet -
Grammar:
. Give each student a copy of Worksheet - Grammar: Simple present vs.
Simple
Present progressive.
present vs.
. Ask them to read through the sentences in Part I in the worksheet, circle Present
the signal words (time expression) if any and tick the correct use. progressive
. Then complete the sentences with the correct form of verbs. (This
. Check the whole class. worksheet
used for Part

Page | 4
 2&3 - page
11)

Grammar 10’ . Have students look at part II in the worksheet. Ask them to write the full Worksheet -
questions from part 3 - page 11 (student’s book). Grammar:
Simple
. Check quickly and ask them to answer about themselves in column 2.
present vs.
. Have students work in pairs to ask and answer, then have them write Present
down the partner’s answer in column 3 as the example. progressive
(This
worksheet
used for Part
2&3 - page
11)

Wrap up . Ask students what they have learnt so far.

Total 90’ End of the lesson

Page | 5