Title: What profession to choose?

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

What profession to choose? Lexical tasks.

Target group

5th‑grade students of an elementary school

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

1) discusses elements of the presented world, distinguishes poetic images in poetry;

4) knows and recognizes the following in the literary text: epithet, simile, metaphor, onomatopoeia, diminutive, augmentative, personification, animation, apostrophe, anaphora, rhetorical question, repetition, and defines their functions;

9) characterizes the lyrical subject, the narrator and the characters in the works read;

12) defines the theme and topic of the work;

17) presents his/her own understanding of the work and justifies it;

18) uses his/her own experience and elements of knowledge about culture to interpret texts;

2. Reception of cultural texts. Student:

2) searches for information that is directly or indirectly expressed in the text;

3) defines the theme and the main thought of the text.

II. Language education.

2. Diversity of language Student:

3) uses a style appropriate to the communication situation;

4) understands the literal and figurative meaning of words in an utterance; recognizes polysemous words, understands their meaning in a text and consciously uses them to create his/her own utterances.

III. Creation of utterances.

1. Elements of the rhetoric. Student:

1) participates in a conversation on a given topic, separates its parts, constructional signals strengthening the bond between the participants of the dialogue, explaining the meaning;

2. Speaking and writing. Student:

5) discusses the text he/she has read.

IV. Self‑study. Student:

1) perfects reading quietly and aloud;

2) perfects various forms of recording the information acquired.

The general aim of education

Developing vocabulary related to professions and work.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• reads with understanding;

• talks about a poem;

• uses vocabulary relevant to the subject under discussion;

• describes the new profession according to his/her idea.

Methods/techniques

• problematic: classic, activating;

• exhibiting: exposition, recording;

• programmed: using the computer, using an e‑textbook;

• practical: working with text, tasks concerned.

Forms of work

• uniform individual activity;

• uniform group activity;

• collective activity.

Lesson plan overview (Process)

Introduction

1. The teacher defines the aim of the lesson: developing vocabulary related to professions and work. The teacher gives the students the subject of the lesson and the criteria for success.

2. Who would you like to be? The teacher invites students to play punches: instead of telling who they would like to become in the future, they have to show it. The students are presenting the professions.

Realization

1. Students fill out the form in an abstract. They write their interests, favourite subjects at school and skills. The teacher points out that before choosing a profession one should analyze their predispositions, abilities, skills. If someone is afraid of water, it will be difficult for him to become a sailor. However, it is worth emphasizing that you can realize your dreams persistently striving for a goal.

2. The students listen to the recording of the poem “Kto zliczy” („Who can count”) by Józef Ratajczak. The teacher asks questions about the lyrical subject: who he is, what questions he asks. What professions lists the lyrical subject and why?

3. Working in groups: each group names the people needed for us to:

• group I: live in a comfortable house.

• group II: heal sore throat.

• group III: wear a shirt.

• group IV: watch a movie.

• group V: switch on the light.

Representatives of the groups present their conclusions to the class. The students discuss cooperation between the professions.

4/. Students perform interactive exercises No. 4 and 5: creating and distinguishing names of professions in English. The teacher checks the correctness of completed tasks and provides feedback.

5/. Work in pairs: What character traits, skills and interests should have people choosing professions. Complete the table (Ex 6).

Summary

Summary of activities using the bin and suitcase method. Students write down on self‑adhesive sheets, what they take with them from the lesson (they put it into a suitcase), and what will not be useful to them (it is thrown into the bin). Then they attach cards on a board or poster.

Homework

Write who you would like to be when you grow up. Tell others how you want to achieve your goal. (max. 10 sentences)

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

What profession to choose?

Which profession should you choose to be satisfied with your work? Do you know what job you would like to do in the future? Choosing is not an easy task. You have to look at yourself.

If you answered the questions, think about what profession you could do? Is this the profession of your dreams?

You already know that for each of us to function in the modern world, the work of many people is needed.

Can you name jobs that were not known in the past? For example, a flower breeder, an illustrator, a radio announcer, a travel agency employee. Why did they appear? Why did they arise?