Unit 4

Jobs and Routines

OBJECTIVES

Throughout this unit, the student will be able to achieve the following points:

ð   Identify and name different jobs

ð   Spell words

ð   Predict what happens in the story

ð   Listen, read, understand and act out the story

ð   Learn the grammar table for Unit 4

ð   Practise pronunciation: /v/ and /f/

ð   Understand and think about values

ð   Sing a song

ð   Play the games

ð   Make and play with the job cut-out cards

ð   Listen and read about working dogs

ð   Say what jobs people do in your community

ð   Prepare, plan and write your project

ð   Read a school notice

ð   Watch a video clip

ð   Listen and use everyday classroom language

ð   Listen and read for pleasure

ð   Review, assess and plan your own learning

                      

Linguistic knowledge:

§ Active language

Core vocabulary: jobs

farmer, fashion designer, firefighter, nurse, police officer, pop star, shop

assistant, taxi driver, vet, web designer

school caretaker, cleaner, cook, librarian

Story vocabulary

magazine

paying attention

CLIL vocabulary: working dogs

guide dog, mountain rescue dog, sheepdog

Structures

What does she do? She’s a (doctor).

Is he a (nurse)? Yes, he is./No, he isn’t.

Does he wear (a uniform)?

He works/doesn’t work in a (hospital).

Does he work (with animals)? Yes, he does. No, he doesn’t.

She works from (nine) to (five).

Recycled language

He/She has got a …

bus, clothes, drive, hospital, police station, sing, school, shop, taxi,

teacher, train station, uniform, wear, work

the alphabet

Classroom language

Main function: saying what your job is at school

What’s your job this week? I’m the board/book monitor. I clean the board/

give out and collect in the books.

§ Receptive language

busy

harness

pavement

recycling bin

rescue workers

§ Pronunciation

-      the /v/ and /f/ sounds (fire, flames / vet, van)

LITERARY EDUCATION

• Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts).
• Introduction to the use of the school library
• Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc:

Stories:

-    A visitor at school

-    Tiger Street Tales

Songs and raps: 

-    The Tiger Street word rap.

-    What’s his job?

CROSS-CURRICULAR ITEMS

§ Social Science: Working dogs

ATTITUDES AND VALUES

ð Pleasure in doing the Spelling Bee

ð Satisfaction in writing your project

ð Confidence in using classroom language

ð Enjoyment in reading a school notice

ð Pleasure in reading a cartoon strip story

ð Willingness to review, assess and plan your own learning