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.
TOPIC’S INFORMATION
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:
Headmaster/Headmistress
Teacher
School cook
School watchman
Typist
Laboratory technician
Store keeper
Bursar
- 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.
Examples
ASHA OMAR
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.
JOHN SOKA
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.
REFLECTION
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.
ASSESSMENT
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)
LIST A
|
LIST B
|
(i)
Student
(ii)
Fireman
(iii)
Footballer
(iv)
Painter/Decorator
(v)
Train Driver
(vi)
Barber
(vii)
Hairdresser
(viii)
Office worker
(ix)
Secretary
(x)
Computer programmer
(xi)
Police
(xii)
Gardener
(xiii)
Accountant
(xiv)
Teacher
(xv)
Waiter
(xvi)
Baker
(xvii)
Vet
(xviii)
Plumber
(xix)
Lawyer
(xx)
Optician
|
|
Assessment 3: Where do the following people work? Match the following
items.
COLUMN
A
|
COLUMN
B
|
(i)
Nurse
(ii)
Crane Driver
(iii)
Hairdresser
(iv)
Footballer
(v)
Barber
(vi)
Waiter
(vii)
Lawyer
(viii)
Secretary
(ix)
Baker
(x)
Police
|
|
SUMMARY/CONCLUSION
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.
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