Occupations - "What do you want to be?" "I want to be a "
Names of Teachers: ALT (André Bertel) and H/R Teacher.
Class/Grade/Language Level: Elementary School 6th Grade Classes (Third Term).
Textbook: Links to the 2nd year of Junior High School English: Unit Three of `New Horizon Two’.
Goal: For senior Elementary School students to convey in English their ‘future dream’ (envisaged job/occupation); furthermore, as a systematic base of study for Junior High School English.
Preparation: Occupation flash cards; white board/black board; two fly swats; and a soft rubber ball.
Class time: 45 minutes (standard elementary school lesson).
(a) WARM UP/REVIEW
Standard greetings and questions followed by a review previous lesson(s) English.
(b) VOCABULARY PRACTICE (INCLUDING `VOCAB PHONICS’):
Police officer; fire fighter; doctor; nurse; school teacher; truck driver; farmer; waiter/waitress; astronaut; movie star; carpenter; builder; plumber; lawyer; accountant; soldier; vet; etcetera.
(c) SENTENCE PATTERN WORK:
“What do you want to be?” “I want to be a~”. After writing the sentence patterns on the board I model them with the H/R teacher. The class then repeats as a whole; then, is divided in half (to practice both the question and response). Progressively this goes on to individuals demonstrating via a ball pass. Ample teacher feedback is provided throughout. It is worth noting that to keep the lesson `flowing’ and to utilize the new vocabulary the H/R teacher points to different flash cards (as opposed to having the students autonomously select occupations, which may be difficult for some of them to do at this stage).
(d) PRACTICE ACTIVITY (GAME): `Fly swat slap game’
The class is then divided into two teams. The entire class then chants “What do you want to be?” and then the homeroom teacher passes the ball to one of the students (alternately between teams to `make it fair’). The student who receives the ball answers i.e. “I want to be a doctor”. From there, a student from both teams races to board—from an equidistant position at the rear of the classroom—to slap the correct vocabulary card with their fly swat (and, the first who does so, gains a point for their team). Progressively, all the students in the class get to have a turn. Bonus points can be given when students `use a big voice’ and other positive attributes; moreover, points can be deducted for those who slap the wrong card.
(e) REVIEW OF LESSON & WARM DOWN:
To conclude the lesson I like to ask the students `what they really want to be’. Nihongo is fine at this point i.e. – “I want to be jimu no sensei”. The idea is to end the session directly relating English to their actual dream/future aspirations. Conclude with the standard `goodbye’s’ and “see you next time”.