PREVIOUSLY: In Unit 11.0, we covered various topics such as “Expressing family relations” in Form One; “Identifying factual information from the media” in Form Two; “Writing descriptive compositions/essays (not less than 200 words)” in Form Three; and “Speaking and giving advice” in Form Four.
In this Unit 12.0, we will cover the following topics; “Talking about occupations of family members” in Form One; “Identifying non-factual information from the media” in Form Two; “Writing argumentative compositions/essays(not less than 200 words)” in Form Three; and “Writing narrative compositions/essays (of not less than 250 words)” in Form Four.
In This Unit 12:1, we will focus on the sub topic, “Talking about occupations of the family members” in Form One where we will learn various ways of teaching Form One students how to express the occupations of their family members by using appropriate vocabularies and expressions.
Main Topic: TALKING ABOUT ONE'S FAMILY
Sub Topic: Talking about occupations of family members.
Periods per sub topic: 8
Class: Form One
DESCRIPTION OF THE SUB TOPIC
Almost every person has a job or something to do so as to earn his/her living. Thus, even members of our family have jobs. This sub topic is going to introduce the students on how to express what members of their families do to earn their living. These are called occupations of family members. Understanding the jobs family members do will help students to grasp the relationships in the family.
Students will get interacted with various lists of names of different occupations.
SPECIFIC OBJECTIVES OF THE LESSON
In this sub topic, the student should be able to mention the occupations of family members. A student should be able express his/her family members' occupations starting with his/her own parents then go for other family members like brothers, sisters, uncles, aunts, cousins, stepbrother, stepsister and the like.
- TEACHER’S PREPARATION STAGE
This stage is about the preparation of the teacher before undertaking the lessons of the particular sub topic. These are all activities, procedures, materials, teaching aids, and games prepared by the teacher for teaching a sub topic:
1. Putting heads together.
Introducing the topic/lesson properly. Organising how students will be able to get to know what is the topic/lesson about. It is where teacher makes sure that students are going to be in his/her train. It includes brainstorming and familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage students can understand what is going to be discussed in the particular topic.
2. Preparation of Materials.
A teacher has to decide on the teaching/learning materials he/she is going to use. In this sub topic/lesson, the teacher is required to use various texts with names of different occupations.
The teacher has to prepare the texts with the names of different occupations. These occupations should have the definitions so that students can understand what kinds of jobs they are discussing. Some examples are:
Pilot – a person who flies an aeroplane.
Doctor – a person who treats sick people.
Carpenter – a person who make furniture.
Mason – a person who make bricks.
Driver – a person who drives a car.
Diver – a person who dives in the water to rescue people.
Police – a person who maintain order in the society.
Teacher – a person who teaches in school or college.
3. Target Practice.
A teacher has to show or guide students to the target practice of the grammatical functions of the sub topic.
After having introduced them to some of the names of the occupations, a teacher may now guide students to the target practice of the sentences or expressions that express the occupations of the family members. For example:
My father is a teacher.
My mother is a housewife.
My grandfather is a farmer.
My brother works in a bank. He is a Bank Teller
My sister is a police woman.
4. Context-Based Practice.
A teacher leads students to the discussion on how the target grammatical functions practised earlier can be applied or integrated into the contexts and situations.
As they construct the sentences and structures of their own students should now apply them in the real situations or contexts. For instance, they should think about the life at their homes and the families in general, and then try to say what each member of the family does for a living, that is, the occupation of each member of the family. Other contexts where students can express the occupations of the people are at school, hospital, town, and police headquarters.
5. Vocabulary Building Practice.
At this time, teacher discusses with the students on the vocabularies and phrases to apply in the already mentioned contexts and situations. In this sub topic/lesson the most commonly applied vocabularies are:
Teacher, farmer, carpenter, secretary, driver, electrician, mason, messenger, nurse, technician, police.
- TEACHING AND LEARNING PROCEDURES, ACTIVITIES AND GAMES
Guide students to the full topic/lesson procedures, activities and games for better understanding of the sub topic by following these activities:
- Activity One: This activity involves brainstorming on different occupations. A teacher writes a text on the board for students to read and brainstorm various occupations found on it.
A teacher gives out a short text on the occupations of family members such as:
My name is Musa. I live with my parents and other family members. My father is a doctor, and my mother is a teacher. My uncle is a police officer. He works at the Magomeni Police Headquarters. He encourages me to be like him, but my mother always wants me to be a lawyer like Aunt Maria. Aunt Maria is a very famous lawyer. She is always with the files wherever she goes.
- Activity Two: After reading a model text and brainstorming about various occupations of the family members, students are now guided by the teacher to mention various occupations of people in the school.
Take students to the school context, and guide them to mention all the occupations that are found at the school. For example:
- Activity Three: Talking about occupations of family members. This activity requires students to write and talk about different occupations of their family members.
The teacher to guide students: Ask them to consider the occupations of family members in the contexts of school, home, farm, hospital, town, police headquarters, and village.
Some common occupations are: teacher, farmer, carpenter, driver, electrician, mason, messenger, nurse, secretary, police, doctor, technician, etc.
- Activity Four. Choosing One’s Own Occupation and talk about it. In this activity, each student should select the occupation he/she likes and write a paragraph about it and express why he/she likes it.
The students are asked to mention and talk about the occupations they like. Each student can come in front the class and say what occupation does him/her like. A teacher should guide them so that they can present their occupations in a good way while using the appropriate vocabulary and structures.
My name is Asha Omar. I am 14 years old. I like teaching. That is, I like to be a teacher. I like to be a teacher because I want people to know various knowleges by teaching them.
My name is John Soka. I am 15 years old. I like footaball. I really like to be a professional footballer. I like it because I want to be a football star like Cristiano Ronaldo or Lionel Messi.
From ancient times to modern world, everyone works for a living. A person should work to earn himself or herself something in his/her life. At their homes, students' parents should have a work to make sure the student has school uniforms and other requirements. This situation proves that students will have to orally practice talking about occupations of family members because they are their daily experiences.
A teacher may actively involve students to discuss how family members work and how other people work to earn a living so that they can see the application and the reality of the matter.
A teacher uses effective evaluation by using assessment tools like oral questions, homework, pair works, group works, and assignments so that to check if the student is able to talk about different occupations.
The teacher asks students to answer the questions about occupations to check if they have understood.
The following are some of the assessment activities:
Assessment 1: Dramatization on various occupations.
The students can dramatize on various occupations. Students can be in pairs and each student can choose his/her occupation he/she likes. The teacher can form some guiding questions to the students. For example; the teacher may guide them to talk in pairs with the following dialogue format:
Student A: What is your occupation?
Student B: I'm a carpenter.
Student A: How much do you earn?
Student B: I earn enough money, of course!
Student A: Do you like your job?
Student B: Yes, I do.
Student A: What do you advise others who are jobless?
Student B: I advise them to learn carpentry. It's easy and profitable.
Student A: Thanks for your time.
Student B: Thanks too!
Assessment 2: Match the following items (i-xx)
(v) Train Driver
(viii) Office worker
(x) Computer programmer
Assessment 3: Where do the following people work? Match the following items.
(ii) Crane Driver
A teacher can sum up the sub topic with a drama. The teacher emphasise students to be able to know various occupations in their respective families and in the society on the whole. The students should be told that knowing what others do for their living is one of the life skills. For example, it is important for a student who knows various occupations because in his/her life he/she can easily choose the career that suits him or her.
NOTE: These stages explained above are not necessarily covered in a single lesson of single or double period. Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20. So, the teacher's task is to divide these stages according to the total number of periods for a particular sub topic.
Check out how to Study & Teach other Form One Sub Topics in this Blog!
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Also check out how to Study & Teach the following Form Two Sub Topics in this Blog!
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Also check out:
Form I Sub topics, at FORM I SYLLABUS TOPICS REVIEW
Form II Sub topics, at FORM II SYLLABUS TOPICS REVIEW
Form III Sub topics, at FORM III SYLLABUS TOPICS REVIEW
Form IV Sub topics, at FORM IV SYLLABUS TOPICS REVIEW
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For Form IV NECTA Examination Sections, check out ELABORATED CSEE NECTA EXAMINATION SECTIONS
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