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Family Roles and Job Vocabulary Lesson

This unit focuses on family roles and responsibilities. Students will learn vocabulary related to family members and jobs. They will ask and answer questions about family trees, jobs, and daily activities. Learning activities include matching jobs to pictures, discussing dream jobs, drawing family trees, and roleplaying daily tasks. Students will also read job advertisements, write sentences about family members, and write a short paragraph describing a family member. The goal is for students to talk about their families and household responsibilities.

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Sari Martha
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10 views2 pages

Family Roles and Job Vocabulary Lesson

This unit focuses on family roles and responsibilities. Students will learn vocabulary related to family members and jobs. They will ask and answer questions about family trees, jobs, and daily activities. Learning activities include matching jobs to pictures, discussing dream jobs, drawing family trees, and roleplaying daily tasks. Students will also read job advertisements, write sentences about family members, and write a short paragraph describing a family member. The goal is for students to talk about their families and household responsibilities.

Uploaded by

Sari Martha
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Unit 9: What’s Your Uncle’s Job?

Unit Outcomes: Students will be able to talk about their families and their roles and responsibilities in the house.
Vocabulary: Extended vocabulary for family and jobs, activities in the house e.g. fetch the water etc.

Competency Content/Language item Learning activities and Resources


Students will be able to: A. Listening and Speaking
Jobs
• Students match job words to pictures and teacher teaches new words.
• ask and answer what they What do you want to be?
• Students talk about what they want to be and why
want to do and don’t I want to be a
want to do Why do you want to be a
?
Because
Do you want to be a
?
Yes/no I don’t want to be
• Teacher recycles and extends family words
• listen to a description of
a model family tree • Students listen and write the names of people on a family tree

• ask and answer about • ‘Wh’ questions • Students draw a picture of their own family tree, including names, relationships to
where people live and Who is ? themselves.
what they do What does he/she do? • Students talk about their families in pairs
He/she farms/teaches.
He/she is a/an ….. • Students ask and answer questions about family members in pairs.
• Where does he/she work? E.g. S1: What does she do?
He/she works in ….. S2: She is a doctor.
• What is his/her job? S1: Where does she work?
Where does she live? S2: She works in hospital. etc
He/she is a ………..
yes/no questions

• ask and answer questions Present simple • Students talk about activities that they do regularly in the house and the roles and
about what they regularly e.g. I clean the rooms/fetch responsibilities of their family members. Students could ‘act out’ various activities and the
do and what they are water etc class guess what they are doing. Student uses present continuous to inform the class of the
doing now. correct answer.
Present continuous • Students look at a chart giving information about normal routines (present simple) and
e.g. I am cleaning the what people are doing now (present continuous) and make sentences in pairs
rooms/fetching water.
Competency Content/Language item Learning activities and Resources
• Pronunciation: Present • Students listen to verbs and group according to pronunciation of –s; put verbs into columns
simple 3rd person
singular ending e.g. he
goes /z/ [ /s/ /z/ /Iz/]
/s/ /z/ /Iz/
cooks goes finishes
makes does washes
• Students practice saying words in groups

• read words Reading • Students label pictures of jobs


• job words • Students underline jobs in job advertisements (e.g. driver, nurse) if appropriate
• job adverts (if appropriate)
• read short dialogue
(interview) to find • Students answer questions about interview (job, family etc.)
information needed to • Interview between two
answer questions people.

• write the correct spelling C. Writing • Students put letters in the right order to make job words e.g. lirbdeu = builder
• write short sentences • 5 job words. • Students write sentences about family members’ jobs under the family tree
about personal details • sentences • Students draw round their hands and write one thing they do at home in each finger
• write a paragraph of 5 • Teacher explains what a paragraph is
short sentences • paragraph • Student chooses one family member and writes a short paragraph about him/her.

Assessment
Speaking and listening
- Students choose one family member and talk about him/her (job, wherehe/she lives, age etc.)

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