By the end of the lesson the students will be able to:
- To use phrases like ‘I’d like to……’, ‘I hope to….’, and ‘I want to….’ to express hopes, dreams and future plans appropriately.
- To review previous topics like ‘My Likes and Dislikes’ in order to remember them more easily in individual practice and various Students’ tests.
THE
GREETINGS LINKS ARE ALSO HERE!
Check
out CLASSROOM
GREETINGS for BEGINNERS
Check
out NORMAL
GREETINGS for BEGINNERS
Draw a circle on the board and write the word JOBS in the middle of the circle.
Ask students to shout the names of many jobs they can
think of. Write at least ten jobs on the board. Translate or explain them if
necessary.
Use pictures to ask students name the jobs done by
people in the pictures shown on the board.
JOBS:
Figure
1: JOBS
Ask
them; ‘Which of these is a hard job?’ (Use
facial expressions, gestures, to demonstrate tiredness, hard work, etc)
EXPECTED
ANSWERS:
(They can mention or make a sentence)
- Journalist
- Teacher
- Tailor
Ask
students: ‘which job is most fun? Exciting? Interesting?’
EXPECTED
ANSWERS:
(They can mention or make a sentence)
- Driving a bus is exciting.
- Football is fun.
- Photographer
Write
on the board: ‘What job would you like to do when you are
older?’
Ask four or five students to answer and say why.
EXPECTED
ANSWERS: Write a model
sentence on the board:
- I would like to be a doctor’ underline ‘I would like to’
- I want to be a teacher’ underline ‘I want to’ and
- I hope to have my own business, underline ‘I hope to’
A
Text
(A text on the
jobs)
Read
the text to them and give them time to write the names down in their exercise
books.
My name is Allen. In the town I live, there are many
jobs. Many people participate in various kinds of jobs. When I walk in the
streets, I see Street vendors selling various products. There are also
shopkeepers, traders, preachers, police officers and others. There doctors and
nurses in the hospital. Teachers, lawyers, engineers, drivers, and agricultural
officers are also there in my town. But I don’t like any of these jobs. I like
to be a photographer. I like to walk with cameras. I enjoy taking various
photographs with my camera. I take photographs of many things like nature,
people, celebrities, and other things like events. When I grow up, I will be a
famous photographer in the town.
Questions:
- How many jobs are there in the town?
- Mention two jobs related to hospital.
- Which is the most difficult job?
- Which is the most interesting job?
- What is Allen’s favourite job? And why does he like it?
They can find answers as groups, pairs or individuals.
Write
the following phrases on the board:
‘I’d
like to…’
‘I
hope to…’
‘I
want to’
Allow students to give out any correct sentence about
the above phrases. Accept what they say and correct them if necessary.
MODEL
ANSWERS:
- I’d like to be a doctor.
- I’d like to be a teacher.
- I hope to be a photographer.
- I hope to be a nurse.
- I want to be a police officer.
- I want to be a politician.
Add
more examples of ‘I’d like to…/I hope to…/I want to…’ on
the board. Monitor the activity very closely and help them to create good sentences.
Note: As English teacher, it is always go good idea to
have a place on the board where you can write vocabulary items for students to
remember easily.
Pair
Work: Ask students to
share their hopes and ambitions with the next person to them and see if they
have any similar ones.
Move
around the class and ask any
partner or pair member to tell the class about their similar hopes.
Encourage
students to use all three sentence
structures: ‘I’d like to…/I hope to…/I
want to…’
Discussions:
Ask
the class if it is important to think about the future and why?
Is
it good to think about the future plans?
Ask
the class if they think hopes are possible or impossible to achieve.
Are
your hopes possible or impossible?
Ask
them if their hopes and ambitions are the same ones that their parents and
teachers have for them.
Are
your hopes the same with the parents’ hopes for you?
Also discuss with the students the gender specific
jobs and how these might be changing. Move the discussion towards the
opportunities for girls rather than the difficulties. Stress that all jobs can
be done by both girls and boys.
At the end, the teacher should make sure that students
are comfortable with three structures (I’d like to/I hope to/I want to)
If they have not mastered, the teacher should seek
another way to help them master them.
Figure
2: More Practice:
JOBS
|
Positive
|
Reason
|
Negative
|
Reason
|
Teacher
|
I’d like to be a teacher
|
Because I like to teach
|
I don’t like
to be a teacher
|
Because teaching is very difficult
|
Doctor
|
I hope to be a doctor
|
Because I like to treat people
|
I don’t hope to be a doctor
|
Because I’m afraid of treating people
|
Police office
|
I want to be a police officer
|
Because I like to make peace
|
I don’t want to be a police officer
|
Because I dislike body exercises
|
PRACTICE
TEST
Choose
the correct word from the box below:
Musician, teacher, photographer, tailor, doctor
|
(i)
________
a person who take photographs of people and things.
(ii)
________
a person who makes and mends clothes.
(iii)
________
a person who makes or performs music professionally.
(iv)
________
a person who treats patients or sick people.
(v)
________
a person who teaches or instructs the learners.
Choose
the correct word from the alternatives given in the brackets:
(i)
I
want ________ (too/to) be a teacher.
(ii)
He
_________ (want/wants) to be a doctor.
(iii)
I
___________ (would like to/will like to) be a nurse.
(iv)
Allen
________ (should like/would like) to be a photographer.
(v)
They
hope _______ (too/to) be soldiers.
Resources
Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One –
Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.
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