Topic: It’s my life!

Age: the 4th grade (9-10 years old)

Time: 38 minutes

Materials:
- textbook "Smart Junior 4";
- workbook "Smart Junior 4";
- audio recordings for the textbook: https://publishing.linguist.ua/spysok-audio-fajliv-do-
smart-junior-4-for-ukraine/class-smart-junior-cd-1/
- flashcards (writer, police officer, astronaut, photographer).
- https://wordwall.net/

Objectives & Outcomes:

- Students will learn new vocabulary related to the topic of professions (writer, police
officer, astronaut, photographer) and revise from previous lessons.
- Students will develop comprehension and speaking skills by discussing and answering
the question "What do you want to be when you grow up?" and singing songs on the
same theme.
- Students will improve their knowledge of grammar by revising and consolidating the use
of the indefinite article a/an.

Introduction

In this lesson, students will learn to talk about what profession they want to get. First,
there is a warm-up. Students look at the new vocabulary, repeat the correct pronunciation
after the teacher (an element of the Audio-lingualism), and then concentrate on
understanding the words. In the Instruct and Model stage, students listen to a song about
different professions and show a flashcard with the profession they hear (TPR activity).
Students also repeat the rules for using the indefinite article a/an. During Guided Practice,
students ask the question "What do you want to be when you grow up?" and give answers
in pairs under the teacher's supervision (Communicative approach). Finally, at the stage of
Independent Practice, students write down who they will be when they grow up (PPP is
used in the lesson). Various interaction patterns are used in the lesson: group work
(further activity), individual work, choral responses, work in pairs, teacher talk, and open-
ended teacher questioning.

Warm-up (4 minutes)

- Place the flashcards featuring professions like writer, police officer, astronaut, and
photographer onto the board:

- Point to each picture and name the profession out loud. Ask students to repeat
after you.
 - Encourage students to name other professions they know.
- Show on the screen in the classroom or send a link to the game to students.
Students should choose the correct name for each profession:
https://wordwall.net/resource/36677635/smart-junior-4/smart-junior4-unit-2

Instruct and Model (7 minutes)

Activity 1:
- Give each student 4 flashcards with the names of professions (writer, police officer,
astronaut, photographer).
- Capture the students' focus on the images displayed.
- Prompt students to identify and name the occupations portrayed in the pictures.
- Tell the students they’re going to listen to a song. Ask them to guess what it’s going to be
about (It’s about different jobs).
- Play the song for the first time and instruct the students to listen attentively.
- Explain to the students that you are going to play the song again and have the students
raise the corresponding flashcard whenever a specific job is mentioned (TPR Activity).
- Once students are familiar with the song, encourage them to actively participate by
singing along.

Grammar box:
- Direct the students' attention to the question and corresponding answers provided in the
grammar box and read them out loud.
- Explain to the students that we use the question “What do you want to be when you
grow up?” to ask someone about his/her future plans with regard to his/her professional
career.
- Approach a student and pose the question, encouraging them to respond appropriately,
such as "I want to be a photographer."
- Remind the students that we use a before words beginning with a consonant sound
and an before words beginning with a vowel sound.
- Guide students to the Grammar reference located at the back of the book for further
clarification and reinforcement.

Guided Practice (8 minutes)

Activity 2:
- Capture the students' focus on the picture and encourage them to guess what the
children are doing (Student A asking Student B what he wants to be when he grows up).
- Inform the students that they will have to take turns asking and answering questions
about what they want to be when they grow up. Point out that they can use ideas from the
box.
- Organize the students into pairs and instruct them to carry out the activity.
- Have pairs of the students present their exchanges in front of the class.

Independent Practice (10 minutes)

Ask the students to match the picture of the person and their profession:
https://wordwall.net/resource/36802906/smart-junior-4/smart-junior-4-unit-2
Activity 3:
- Capture the students' attention and focus on Activity 3.
- Explain to the students that they have to write what they want to be when they grow up in
their notebooks.
- Have a few students read their sentences out loud to the class.

Further Activity (7 minutes)

“Don’t break the chain”:

- Arrange the students in a circle; if the class is sizable, consider dividing them into
groups.
- Begin by stating your desired proffesion, for instance, "I want to be an author." The
student to your right should repeat your sentence and then add their own, like "She wants
to be an author. I want to be a doctor." The student next in line continues the pattern, e.g.,
"She wants to be an author. He wants to be a doctor. I want to be a chef."
- Students continue in the same manner. The student who doesn’t remember what
someone else has mentioned is out of the game.

Homework (2 minutes)

1. Instruct the students to ask their siblings and/or friends what they want to be when they
grow up. Emphasize that they should gather this information and be prepared to share the
responses with the class during the next lesson. For instance, a student might report, "My
sister wants to be a dentist."

2. Smart Junior 4 Workbook p.12, ex.1, 2. Explain to the students that in the first exercise
they have to do a crossword based on the vocabulary learned in the lesson. In the second
exercise, after looking at the pictures, the students have to determine who the children
would like to become.