Oxford → Kindergarten → Toy Team Plus 3 → Unit 1: Jobs.
Complete teaching guidance for two 45-minute periods.
Confirm publisher audio and assigned activity pages
against the school copies.
IEC INTERNATIONAL EDUCATION CITY
TESOL LESSON PLAN
PAGE 1 / 2
LESSON INFORMATION & OBJECTIVES
Materials & Target Language
Materials: Student Book Unit 1,
Activity Book, six job picture cards,
board, projector and approved publisher audio.
Vocabulary: doctor, teacher, pilot,
chef, dancer, firefighter.
Sentence: "I'm a doctor."
Measurable Learning Objectives
- Identify at least five of six jobs from pictures.
- Pronounce at least four job words intelligibly.
- Produce two "I'm a ..." sentences with support recorded.
These are proposed IEC assessment targets,
not publisher-defined passing standards.
PERIOD 1 — 45 MINUTES
1. Warm-up & Objectives — 10 minutes
Teacher: Greet students.
Show a doctor and teacher picture.
Ask "Doctor or teacher?"
Introduce the goal: name jobs and say "I'm a ..."
Students: Point, identify and repeat.
Scaffolding: Pictures, gestures,
repetition and two-choice questions.
Game: Guess the Job (5 minutes).
2. Instruct & Model — 20 minutes
Teacher: Display six job pictures.
Say each word, model pronunciation,
play the appropriate publisher audio,
and demonstrate "I'm a doctor."
Model: Teacher says "pilot";
students repeat and make a flying gesture.
CCQs: "Who flies?" [Pilot].
"Who cooks?" [Chef].
Game: Listen, Point, Act (5 minutes).
3. Guided Practice — 15 minutes
Teacher: Demonstrate matching
job pictures and word cards.
Model a paired exchange.
Students: Match cards and practice
"I'm a pilot", "I'm a chef" and other examples.
ICQs: "Say or write?" [Say].
"One or two?" [Two].
Game: Find Your Partner (7 minutes).
IEC INTERNATIONAL EDUCATION CITY
TESOL LESSON PLAN
PAGE 2 / 2
PERIOD 2 — 45 MINUTES
4. Independent Practice & Communication — 30 minutes
0–5 minutes: Flashcard retrieval.
Students identify jobs with reduced teacher support.
Play Flashcard Challenge.
5–12 minutes: Listen to the assigned song
using authorized audio, then repeat with gestures.
12–22 minutes: Activity Book practice.
Model one matching or tracing example.
ICQ: "Line or color?" Adapt to the assigned page.
22–30 minutes: Job role-play.
Students select cards and say "I'm a ..."
Play Job Charades.
5. Assessment & Closure — 15 minutes
0–8 minutes: Show six job pictures.
Record recognition and pronunciation.
8–13 minutes: Students produce two
"I'm a ..." sentences using different cards.
Record support level.
13–15 minutes: Praise effort,
review a difficult word and preview the next lesson.
Optional: Use Pass and Say as part
of oral practice.
DIFFERENTIATION & FOLLOW-UP
Differentiation
Support: Two-choice picture bank,
gestures, choral repetition,
sentence strips and peer modeling.
Core: Identify jobs and produce
supported sentences.
Extension: Independent sentences
and simple job questions.
Assessment & Teacher Reflection
Recognition: ____ / 6
Pronunciation: ____ / 6
Sentences: ____ / 2
Support level:
Independent / Prompted / Modeled.
Reflection: Which words need reteaching?
Which students need more visual support?
Preparation Checklist
☐ Student Book
☐ Activity Book
☐ Authorized audio
☐ Job cards
☐ Assessment checklist