unit objective language - pearsonelt · 117 5 • shuffle the flashcards – jobs and choose...

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5 Jobs

Target vocabulary

Jobs: builder, firefighter, police officer, basketball player, film star, ballet dancer, astronaut, singer, model, journalist, fashion designer, photographer, carpenter, mechanic, computer programmer, lawyer, athlete

Target structures

What do you want to be? I want to be an (astronaut).

What does he/she want to be? He/She wants to be a (builder).

I don’t want to be an (astronaut). I don’t want to be a (builder.)

Do you want to be a (singer)? Yes, I do./No, I don’t.

Does he/she want to be a (singer)? Yes, he/she does./No, he/she doesn’t.

Why do you want to be a (singer)? I want to be a (singer) because I (am good a singing).

Revision doctor, farmer, teacher, artist, nurse, sunny, rainy

Receptive language

jungle, tickle, little, paddle, happy, funny

CLIL and Wider World language

CLIL: Olympic Games, champion, coach, train, famous, brave

Wider World: yard, drama club, theatre

Language

Cross-curricular contents

• Social science: understanding entries in a forum where people express their opinions

• Arts: making drawings and describing them • Language arts: reading a story, acting out, telling a story • Language skills: reading and understanding information from an

internet forum

Socio-cultural aspects

• Finding out about personal heroes • Getting information about heroes around the world • Identifying heroes in our country

Learning strategies

• Using previous knowledge to learn new words • Identifying rules about the use of want to be • Logical thinking: examining patterns and reaching conclusions • Creative thinking: doing activities based on visual memory • Critical thinking: comparing and contrasting reasons • Collaborative learning: asking for help when necessary • Self-assessment

Phonics

• le and y • blending sounds

Topics

• Jobs • Personal heroes

Values

• Have ambitions.

Songs and chants

• Chant: What do you want to be? • Song: Teacher, farmer, builder, doctor

Stories

• Unit opener: favourite jobs • Island adventure chapter 5

Contents

Unit objective

• Can talk about jobs

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Key competences

Linguistic competence: Use the language to communicate in the classroom (L. 1 to Review)

Mathematical, science and technological competences: Think about future jobs (L. 7);Express singular number (L 1 to 4)

Digital competence: Use Poptropica English Islands digital tools (L. 1 to Review)

Social and civic competences: Understand the social value of having a job or profession (L. 1 to 4); Study hard, work hard and play hard (L. 5)

Cultural awareness and expression: Talk about heroes (L. 6)

Learning to learn: Reflect on what has been learnt and self-evaluate progress (Review)

Initiative and entrepreneurship: Develop one’s own criteria and social skills (L. 1 to Review)

Evaluation

Self-assessment objectives

• I can identify common jobs.• I can ask and answer about

what people want to be and why.

• I can write about what I want to be and why.

Resources

• Pupil’s Book pp. 60 and 61• Activity Book pp. 56 and 57/

Compact Activity Book p. 37• Grammar reference (Active Teach)• Unit 5 Extra practice (Activity Book p. 100/

Active Teach)

• Picture dictionary (Activity Book p. 108/Compact Activity Book p. 65)

• Test Booklet – Unit 5, p. 24

Classroom ideas

• Bring to the class prompts associated with jobs and ask the pupils to use them to do some activities

• Find out about famous people in their jobs on the internet • Find pictures and photos of jobs and bring them to the class • Bring to the classroom library books that include jobs • Photocopiables

Take-home English

• Letters for parents. When you begin Unit 5, give pupils a copy of the letter for the unit (see digital tools). This explains what pupils are going to learn in this unit.

• Home–School link: Encourage pupils to show their work from Lesson 6 to their parents.

Skills

Speaking

• Can recite a short, simple rhyme or chant• Can sing a basic song from memory• Can express immediate needs using simple language

(e.g. I want a drink, I need a pen)• Can express their opinions on familiar topics, using

simple language• Can give a short, simpl e prepared talk on a topic of

personal interest

Reading

• Can follow the sequence of events in short, simple cartoon stories that use familiar key words

• Can understand likes and preferences in short, simple personal texts (e.g. diary entries or emails)

• Can extract specific information in short texts on familiar topics

Listening

• Can recognise familiar words and phrases in short, simple songs or chants

• Can understand basic information about common jobs, if spoken slowly and clearly and supported by pictures

• Can understand most of the concrete details in informal conversations on familiar everyday topics, if the speakers talk slowly and clearly

• Can identify key details (e.g. name, number) in factual talks on familiar topics, if spoken slowly and clearly

Writing

• Can write simple sentences about familiar things, given prompts or a model

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5Lesson 1

Lesson objectiveTo identify common jobs

Target languagebuilder, firefighter, police officer, basketball player, film star, ballet dancer, astronaut, photographer, mechanic

MaterialsAudio; Flashcards and Wordcards – Jobs; Character story cards; Learning Adventure Poster

Optional activity materialsPhotocopiable 5.1; soft ball; waste paper bin or basket

Warm-up

• Elicit the clothes words that pupils know and write them on the board. Then say, I’m wearing (e.g. a red T-shirt and black trousers). Ask, What are you wearing? Listen to individual pupils’ answers.

• Focus on the main scene. Pupils describe what the characters (anyone in the picture) are wearing.

Learning adventure

1Think

What do you know?

• Open books and ask pupils to look at the main scene. Ask, What are we learning today? Write the lesson objective on the board: We’re learning about common jobs.

• Close books. Ask pupils what English words they know about jobs, e.g. teacher, doctor. Write them on the board.

• Refer to the Learning Adventure Poster and say, Great! You are already moving along your learning adventure!

Presentation

• Hold up the jobs flashcards one at a time and say the words for pupils to repeat. Hold up the flashcards again and ask individual pupils to say the words. Stick the flashcards on the board.

• Pupils open their books. Focus on the main illustration. Point at the characters and ask, Who’s this? (Uncle James, Oliver, Sophie, Finley Keen). Explain that the other characters in the scene are film actors. Ask, Where are they? (In the costume department at the film studio.)

2 Listen and find.

• Tell pupils (in L1) they are going to hear an audio track describing the people in the main illustration. Play the audio and ask pupils to listen first.

Listen and find. Listen and find. 2:31

Audioscript CD2, Track 31CD = COSTUME DESIGNER UJ = UNCLE JAMES OL = OLIVER SO = SOPHIECO: Everyone, quiet, please! What’s the problem,

Uncle James?UJ: I don’t want to be a builder. I want to be an

astronaut!CO: And you, Oliver? What do you want to be?

A mechanic?OL: No, I don’t want to be a mechanic.CD: Do you want to be a basketball player?OL: No, no, I want to be a firefighter.CD: Sophie, what do you want to be? A ballet

dancer? A police officer?SO: No, I want to be a photographer. I want to

take photos of my favourite film star, Finley Keen!

• Play the audio again and give pupils time to find the jobs mentioned and point at the correct character.

Practice

3 Listen and say True or False.

• Pupils look at the numbered people in the activity. They will hear one sentence for each number. They must decide if the sentences they hear are true or false about that person. Play the audio, pausing after each sentence. Pupils say if it’s True or False.

Audioscript CD2, Track 32 1 She’s an astronaut.2 He’s a firefighter.3 She’s a police officer.4 He’s a basketball player.5 He’s a mechanic.6 She’s a builder.7 He’s an astronaut. 8 He’s a film star.9 She’s a mechanic.

ANSWER KEY 1 False 2 True 3 True 4 True 5 False 6 False 7 True 8 False 9 True

4 Listen and say.

• Play the audio and ask pupils to listen first.• Focus on the labels next to each picture. Pupils find

the words as they hear them and repeat them.• Play the audio again, pausing after each word.

Pupils point at the pictures.

Listen and say Listen and say Listen and say Listen and say Listen and say Listen and say 2:32

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.2:33

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5

• Shuffle the Flashcards – Jobs and choose one. Hold it up. Pupils say and mime the job, e.g. they say, basketball player and pretend to bounce a ball.

• Display the relevant Flashcards – Jobs on one side of the board and write the corresponding words or put up wordcards on the other side. Pupils come to the front, read the words aloud and match them to the pictures.

Audioscript CD2, Track 33an astronauta mechanica buildera firefightera film stara basketball playera police officera ballet dancera photographer

Activity Book page 48

Compact Activity Book page 32

1 Look and write.

• Focus on the pictures and the incomplete words. Pupils complete the words with the missing letters. Do number 1 as an example and ask the pupils to do the others in the same way.

• Check as a class. Ask pairs of pupils to come to the board. Pupil A spells the word and Pupil B writes it.

ANSWER KEY2 basketball player 3 ballet dancer 4 police officer 5 builder 6 film star 7 astronaut

2 Look and write.

• Focus on the picture. Tell pupils (in L1) to complete the speech bubbles with the correct job. Check as a class.

ANSWER KEY2 firefighter 3 basketball player 4 builder 5 police officer

Learning adventure

Ask pupils, How many jobs do you know now? Give pupils a minute to tell their

partner the new words they know.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Draw a word map with the class. Draw a circle and write Jobs in it. Elicit words for

jobs the pupils have learnt in this lesson, plus any others they remember from previous lessons, e.g. nurse, chef, pilot, detective, director, teacher. Write them on the board. Pupils can copy them into their notebooks.

• Play Miming competition (see p. 205): divide the class into pairs. Pupil A mimes a job. Pupil B guesses what it is.

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5Practice

6

Co

mmunicate

Listen and point. Then ask and answer.

• Focus the pupils’ attention on the pictures. Tell them that they have to listen to the audio and point at the corresponding picture. Play the audio.

Audioscript CD2, Track 361 What does he want to be?

He wants to be a basketball player.2 What does she want to be?

She wants to be a ballet dancer.3 What does he want to be?

He wants to be a police officer.4 What does she want to be?

She wants to be a builder.

• Organise the class in pairs. Explain the second part of the activity. Pupil A says a number from 1 to 4 and asks, What does she want to be? Pupil B looks at the pictures and answers. They then swap.

ANSWER KEY 1 c 2 d 3 a 4 b



3 Listen and number.

• Point at each object. Pupils say the jobs. Tell the class that they are going to listen to the audio. They number the jobs that people want to do, in the order they are mentioned. Play the audio once. Pupils listen. Play it again. Pupils number the items. Play it a third time for pupils to check their answers.

Audioscript CD2, Track 371 What do you want to be?

I want to be a police officer.2 I don’t want to be a farmer.

I want to be a film star3 What do you want to be?

I want to be a ballet dancer.4 What do you want to be? I want to be a builder.5 What do you want to be?

I want to be a firefighter.6 I don’t want to be a ballet dancer.

I want to be an astronaut.7 I don’t want to be a firefighter.

I want to be a basketball player.

2:36

Listen and number. Listen and number. Listen and number.2:37

Lesson 2

Lesson objectiveTo ask and answer about what people want to be

Target languageWhat do you want to be? I want to be (an astronaut).What does he/she want to be? He/She wants to be (a film star).I don’t want to be (an astronaut). He/She doesn’t want to be (a film star).

MaterialsAudio; Flashcards and Wordcards – Jobs

Warm-up

• Play Name it (see p. 203) to revise jobs from Lesson 1. Pupils listen to the words you say and, in turn, they try to spell them correctly.

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson

objective on the board: We’re learning to ask and answer about what people want to be.

Presentation

5 Listen and chant.

• Tell pupils that they’re going to listen to a chant about jobs.

• Play the audio. Pupils listen and follow the words. • Play it again. Pause after each line for pupils to repeat.

Play it once more. Pupils join in and say it together.• Divide the class into two groups. One group says the

questions, What do you want to be? and the other says the rest of the chant. They then swap parts.

Look!

• Read the Look! box with the pupils and play the audio. Check meaning. Explain (in L1) that they use want to be to talk about future jobs. Focus on affirmative and negative answers.

• Ask pupils to copy the examples from the Look! box into their notebooks, changing the jobs so the sentences are true for them. They should write one affirmative and one negative sentence.

Listen and chant. Listen and chant. 2:34

Look! Look!2:35

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5

53Lesson 2 Can ask and answer about what people want to be 53

62:36

Co

mmunicate

Listen and point. Then askand answer.

a photographer

9

a

c

b

d

5

What do you want to be? (x2) I want to be, I want to be, I want to be a film star.

I don’t want to be a farmer. I don’t want to be a firefighter.

I want to be, I want to be, I want to be a film star.

What do you want to be? (x2)I want to be, I want to be, I want to be a film star.

Picture a. What does he want to be? He wants to be a …

52:34

Listen and chant.

What

doyou

wantto be?

I want

to be a builder.

an astronaut.

I don’twant

doeshe/she

He/ShewantsHe/She doesn’twant

2:35

M05 Poptropica English Islands PB4 U05 71027.indd 53 12/4/19 0:20

ANSWER KEY2 He wants to be a film star.3 What does she want to be?

She wants to be a ballet dancer.4 What does she want to be?

She wants to be a builder.5 What does he want to be?

He wants to be a firefighter.6 What does she want to be?

She wants to be an astronaut.7 What does he want to be?

He wants to be a basketball player.

Pop quiz

Play Pass the flashcards (see p. 202) with jobs flashcards.

• Focus on the jobs in Activity 3. Ask a pupil, What do you want to be, number (6)? The pupil answers I want to be a (police officer). This pupil then chooses another pupil and asks them, What do you want to be, number (2)? Continue until all the class has asked and answered.

Island Adventure Game

• Direct pupils’ attention to the coat hanger card. Tell pupils to go to the Island Adventure Game and find the item. Once pupils click on the card within the game they are taken to a supplementary language task.ANSWER KEY

a 5 b 3 d 7 e 4 f 2 g 6

4 Look at Activity 3 and write.

• Direct pupils’ attention to the characters. Pupils complete/write the seven questions and answers using the numbered job information 1–7 in Activity 3. Work through the example with the class to make sure they understand how to find the information they need. To check answers, ask volunteers to read their completed questions and answers.

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5• Play the audio again, pausing after each word.

Pupils listen, point at the word they hear.• Ask the pupils which word was missing. The pupils say

the correct word. (singer)• Now put the flashcards on the board. Point at the

different flashcards and ask the class to say the words.

Song

8 Listen and choose. Then sing.

• Ask pupils questions about the picture: What is he in this picture? (e.g. a builder)

• Play the audio. Pupils follow the words in their books.• Focus on the song text. Explain that one word in each

pair is correct (teacher or lawyer).• Play the song again and ask pupils to point at the

correct word in each pair.• Play the audio again and ask pupils to do the actions as

they sing along.

ANSWER KEYteacher, farmer, builder, doctor, doctor



Practice

5 Look and write.

• Direct pupils’ attention to the words in the word bank. Tell the class to write the words below the corresponding pictures. Check as a class by asking individual pupils to come to the board and write the words.

ANSWER KEY2 carpenter 3 lawyer 4 model 5 mechanic 6 athlete 7 singer 8 photographer

6 Unscramble and write.

• Focus on the example. Explain that pupils have to rearrange the words to make correct questions. They must then write short answers – affirmative if there is a tick or negative if there is a cross. Work through the example with the class. In pairs or individually, pupils write the questions and answers. Check as a class by asking volunteers to read aloud what they have written.

Listen and choose. Then sing. Listen and choose. Then sing. Listen and choose. Then sing. Listen and choose. Then sing. Listen and choose. Then sing. Listen and choose. Then sing.2:39

Lesson 3

Lesson objectiveTo identify more jobs

Target languagesinger, model, journalist, computer programmer, carpenter, fashion designer, lawyer, athlete

MaterialsAudio; Flashcards and Wordcards – Jobs

Optional activity materialsPhotocopiables 5.2–5.3; dice (one for each group)

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson

objective on the board: We’re learning about more jobs.

• Close books. Ask pupils what English words they know for jobs, e.g. firefighter. Write them on the board.

• Refer to the Learning Adventure Poster and say, Great! You are moving along your learning adventure!

Warm-up

• Show the firefighter flashcard and say an incorrect sentence, e.g. I want to be a ballet dancer. Pupils say No. / No, you don’t. Ask them to make a correct sentence about the picture: I want to be a firefighter.Repeat with other jobs, sometimes saying the right sentence for the flashcard, sometimes the wrong sentence.

Presentation

7 Listen and find. What’s missing? Listen again and say.

• Introduce the new words (singer, model, etc.) using the flashcards. Hold them up and say the words for pupils to repeat. Ask individual pupils to say the words. Play the audio for pupils to listen.

Audioscript CD2, Track 381 a journalist 2 a computer programmer 3 a carpenter4 a lawyer 5 a fashion designer6 a model7 an athlete

Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? 2:38

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5

54 Lesson 3 Can identify more jobs

72:38 Listen and find. What’s missing?

Listen again and say.

82:39

Listen and choose. Then sing.

a singer

a carpenter

a journalist

a lawyer

a model

a computerprogrammer

a fashion designer

an athlete

Teacher, farmer, builder, doctorWhat does he want to be?

Teacher, farmer, builder, doctorJust a minute! Let me see.

Does he want to be a teacher lawyer ? No, no, no, he doesn’t.

Does he want to be a builder farmer ? No, no, no, he doesn’t.

Does he want to be a singer builder ? No, no, no, he doesn’t.

Does he want to be a doctor model ? Yes, yes, yes, he does.

He wants to be a doctor model .


ANSWER KEY2 Does she want to be a lawyer? Yes, she does.3 Do you want to be a fashion designer? Yes, I do.4 Does he want to be a computer programmer?

No, he doesn’t.

Learning adventure

Ask pupils, How many words for jobs do you know now?Give pupils a minute to tell their partner the new words

they know.

• Ask pupils, Where are you on your learning adventure now?Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Work together as a class to write some new words for the song (you could include jobs such as dancer, film star, pilot).

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5• In pairs, pupils take turns to ask and answer each other

about what the four children want to be.

ANSWER KEY 1 d 2 c 3 a 4 b

Practice

10

Co

mmunicate

Look at Activity 9. Then ask and answer.

• Pupils read questions 1–8. Check that they understand. Ask them to read the texts again and answer the questions in their notebooks. Pupils give short answers. Check answers with the class.

ANSWER KEY 1 She wants to be a computer programmer.2 She likes computers.3 She wants to be a fashion designer. 4 She can draw.5 Yes, he does.6 He likes climbing and (he likes) helping people.7 Because he’s very tall.8 He can jump and (he can) catch a ball.



7 Listen and tick (✓) or cross (✗).

• Play the audio. Pupils listen and tick the correct picture in each pair. Then check as a class.

Audioscript CD2, Track 421 Do you want to be a model?

No, I don’t. I want to be a journalist. I want to tell stories.

2 What do you want to be?I want to be a lawyer. I want to help people.But you’re a good dancer. You can be a ballet dancer. I don’t want to be a ballet dancer.

3 Do you want to be a doctor?No, I don’t. I want to be a carpenter. I want to make tables and chairs.

4 What do you want to be?I want to be a police officer. I can run very fast.Really? You can be an athlete.I don’t want to be an athlete.

ANSWER KEY2 a ✓, b ✗ 3 a ✗, b ✓ 4 a ✗, b ✓

Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick (2:42

Lesson 4

Lesson objectiveTo read about and say what people want to be and why

Target languageDo you want to be a singer? Yes, I do. No, I don’t.Does he/she want to be a singer? Yes, he/she does. No, he/she doesn’t.Why does he/she want to be an athlete? He/She wants to be an athlete because he/she can run fast.

MaterialsAudio; Flashcards – Jobs

Optional activity materialsPictures of jobs, activities and sports

Warm-up

• Play the song from Lesson 3 (CD2, Track 39). Divide the class into teams and assign each team a verse to sing. Encourage pupils to mime the jobs as they sing.

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the

lesson objective on the board: We’re reading about and say what people want to be and why.

Presentation

Look!

• Read the Look! box with the pupils and play the audio. Read the question and answers. Explain (in L1) that they always use want to be in the question, but that with he and she they use does/doesn’t instead of do/don’t.

• Read the Look! box. Elicit more questions and answers and write them on the board. Pupils can copy them into their notebooks.

9 Listen and read. Then match.

• Focus on the photos that go with the texts. Ask the class to listen to your descriptions and point at the corresponding picture: She’s got long hair. She’s got dark hair, etc. Elicit more sentences and write them on the board.

• Pupils listen and follow each text silently. Then ask a pupil to read the first text aloud. Ask, What’s the matching picture? Pupils answer. Pupils read the texts and match each child to the correct photo (1–4). Check as a class.

Look! Look!2:40

Listen and read. Then match. Listen and read. Then match. Listen and read. Then match.2:41

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5

5555Lesson 4 Can read about and say what people want to be and why

Do you want to be a lawyer?Yes, I do.

No, I don’t.

Does he/she want to be a carpenter?Yes, he/she does.

No, he/she doesn’t.

Why does she want to be an athlete?She wants to be an athlete because she can run fast.

2:405

a cb d

10

Co

mmunicate

Look at Activity 9. Then ask and answer.

1 Does Martina want to be a ballet dancer?

3 What does Emma want to be?

5 Does Tim want to be a firefighter?

7 Why does Bobby want to be a basketball player?

2 What does she like?

4 What can she do?

6 What does he like doing?

8 What can he do?

92:41

Listen and read. Then match.

I’m Tim. I’m strong. I like climbing. I don’t want to be an athlete. I want to be a firefighter because I like helping people.

Hello, I’m Bobby. I like running. I can jump and I can catch a ball. I want to be a basketball player because I’m very tall.

I’m Emma. I like music and fashion. I don’t want to be a singer. I want to be a fashion designer because I can draw.

Hi! I’m Martina. I can sing and

dance. I don’t want to be a ballet

dancer. I want to be a computer

programmer because I like computers.

Does Martina want to be a

ballet dancer?

No, she doesn’t.She wants to be …

3

I’m Emma. I like music and 4

2 Hello, I’m Bobby. I like running.

1

Martina Emma Tim Bobby


ANSWER KEY1 want to be an astronaut2 Do you want to be a basketball player?3 Do you want to be a ballet dancer?

Pop quiz

Demonstrate a pairwork guessing game: ask a pupil to choose one of the Unit 5

flashcards but not to show it to you or to the class. Ask him/her questions, e.g. Is it a man? Is he wearing a uniform? etc. He/She can only answer Yes or No. When you guess correctly, you have a turn. Give out the flashcards, face down. Pupils then play in pairs.

8 Listen again. Then write.

• Play the audio for Activity 7 again.• Focus on the example and the /s/ at the end of wants. Revise the

meaning of because. Pupils write three similar sentences about the other children. You might want to do the activity orally first to help weaker pupils.

ANSWER KEY1 tell stories, model2 wants to be a lawyer because she wants to help people,

doesn’t want to be a ballet dancer3 a carpenter, wants to be a carpenter, she wants to make

tables and chairs4 does he want to be a police officer, wants to be a police

officer because he can run very fast

9 Write the questions. Then write your own answers.

• Pupils complete question number 1 and write their personal answer. They have to write the other questions and the answers. Ask a few pupils to read the questions and their answers aloud.

Listen again. Then write. Listen again. Then write. Listen again. Then write. Listen again. Then write. Listen again. Then write. Listen again. Then write.2:43

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5

56 Lesson 5

11 BEFORE Look at the story and find.

Who...

1 wants to take photos?

2 wants to help people?

3 wants to travel into space?

4 likes computers?

122:44

WHILE Listen and read.

a

c d

b

It’s very messy.

It’s that monkey!What do you want to be?

I want to be afirefighter, please.

And I want tobe a photographer.

Hey! That’s my cap!Oh, yes!

Yippee! We’rein a space film!

Who is theastronaut?

Look! It’s Coco! Smile, Coco!

Blast off!

ACTION!

5… 4… 3… 2… 1…

1 2

3 4


13 AFTER Match the halves and write the sentences in your notebook.

• Pupils work in pairs to look back at the story frames and match the sentence halves.

ANSWER KEY1 c, The room is very messy. 2 b, Sophie wants to be a photographer. 3 a, They are making a space fi lm.4 d, Coco is an astronaut in the fi lm.

14 Collaborate

Act out the story.

• Divide the class into groups of five. Assign characters to different members of the group. Pupils act out the story.

• Ask for volunteers. They come to the front and act out the story. Use the props. Encourage pupils to use tone of voice and expressions to match the pictures. Encourage pupils to say the lines from memory.

You might like to give pupils feedback on their role play. You can give feedback on: memory of the words in the

story, intonation, facial expressions, miming, use of props.

Lesson 5

Lesson objectiveTo understand and act out a simple story

ValuesHave ambitions

Target language space film, It’s very messy, Blast off!

Functional languageYippee!

MaterialsAudio; Story cards; Character story cards; Props for acting out the story, e.g. a firefighter’s hat for Oliver, a camera for Sophie, paper for Coco

Optional activity materialsPhotocopiable 5.4

Warm-up

• Ask pupils (in L1) what they remember about the story so far. Show the Unit 4 Story cards and retell the story, making some deliberate mistakes. Every time pupils spot a mistake, they put up their hands and correct it.

Learning adventure

Open books and ask pupils to look at the story. Ask, What are we learning today?

Write the lesson objective on the board: We’re reading about what roles Sophie, Oliver, Uncle James and Coco want to be at Discovery Studios.

Presentation

11 BEFORE Look at the story and find.

• Invite different pupils to read aloud the questions and to identify the characters in the pictures a–d.

ANSWER KEY1 d 2 a 3 c 4 b

12 WHILE Listen and read.

• Show the Unit 5 Story cards one at a time and ask the Before listening to the story questions.

• Play the audio. Pupils listen as they follow the story in their books. Ask the After listening to the story questions.

2:44

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5

5757

Have ambitions.

15

Co

mmunicate

Ask and answer.

13 AFTER Match the halves and write the sentences in your notebook.

1 The room is

2 Sophie wants to be

3 They are making

4 Coco is

a a space film.

b a photographer.

c very messy.

d an astronaut in the film.

14

Collaborate

Act out the story.

Can understand and act out a simple story

4I want to be

a ballet dancer. What about you?

I want to be a builder.

5

It’s very messy.

It’s that monkey!What do you want to be?

I want to be afirefighter, please.

And I want tobe a photographer.

Hey! That’s my cap!Oh, yes!

Yippee! We’rein a space film!

Who is theastronaut?

Look! It’s Coco! Smile, Coco!

Blast off!

ACTION!

5… 4… 3… 2… 1…65

1 32


15

Co

mmunicate

Ask and answer.

• Ask pupils to look at the pictures. Put pupils into pairs and invite a pair to read aloud the speech bubble model. The pairs take turns to ask and answer about their ambitions.

• Invite different pairs to ask and answer in front of the class.


10 Look and write.

• Direct pupils’ attention to the pictures and to the word bank. Ask them to complete the text below each picture, using one word from the word bank to complete the first sentence for each person. Complete the text for picture 1 as a whole-class activity. Pupils write the other texts. Check answers with the class.

ANSWER KEY1 firefighter 2 likes taking pictures, wants to be a

photographer3 He likes computers. He wants to be a

computer programmer.4 Coco likes space. He wants to be an

astronaut.

11 Look and write.

• Read the question and focus on the pictures with the class. Elicit what is inside Emma’s thought bubble (taking pictures). Pupils write Emma’s answer. Check answers with the class.

ANSWER KEYI want to be a photographer.

Home–School link

• Pupils make a poster showing their ambition(s) and take it home to show and talk about with their family.

Pop quiz

Play Pass the ball (see p. 204): say some words spoken by the characters in the

story. Pupils guess who you are.

Extension questions

Write the following questions on the board: Why have some jobs got uniforms? (So that you can see who is a

police officer, a firefighter, etc. Some uniforms provide protection.) Why do firefighters wear helmets? (To protect them from fire.) Ask pupils to work with a partner.

• Give pairs two minutes to think of their answers. They might like to write their ideas in their notebooks.

• Ask pupils to share their answers with the class. They can do this in L1 if necessary but encourage them to use English.

Practice

• Shuffle the story cards and put them in random order on the board. With books closed, ask, Which is number one? Pupils answer. Continue until all the story cards are in order.

Values

• Explain what ambition means. Give an example of an ambition you have to help. Ask the pupil, What ambitions do you have?Accept any answers, e.g. to be a police officer, to have a family, to be rich, to travel to other countries, to climb Mount Everestetc. Pupils draw a table in their notebooks.

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5Practice

18 Read and say the names.

• Elicit names of famous sportspeople, film stars, singers, etc. that pupils admire. Write the names of the famous people on the board.

• Direct pupils’ attention to the sentences. Explain that each sentence is missing the person’s name.

• Pupils read the text to find the name of the person in each sentence.

• Check answers with the class.

ANSWER KEY 1 Alejandro 2 David Silva 3 Kate 4 Emma Watson

Project

19

Collaborate Make a presentation about your hero.

• Look at the example presentation together. Ask in L1 if necessary, What is this? (a presentation/slideshow)How do you make this? (using a presentation or slideshow tool such as Microsoft Powerpoint).

• Ask pupils what steps they will need to take to make a successful presentation about your hero, e.g. Choose an interesting person, find out lots of facts about the person, find a good photo of the person.

• Read the project instructions with the class. Ensure that the computers you’re going to use already have a presentation or slideshow tool or programme installed.

• Pupils work individually on their computers in the computer lab classroom or alternatively, they do it at home on a family computer.

• When pupils have finished, they show the presentations via a computer and projector to the whole class.

• You may wish to print out and display the pupils’ presentations in class.

You may wish to give pupils feedback on their projects. You can use the pupils’ ideas from the

beginning of this activity.

Home–School link

• Read the instruction with the class: Ask a family member about his/her hero. Then pupils come and tell the class.

Lesson 6

Lesson objectiveTo make a presentation about their heroes

Cross-cultural focusTo learn about famous people with different talents

Target languageyard, drama club, theatre

MaterialsAudio; CLIL poster; Learning Adventure Poster

Optional materialsPictures of famous people; world map or globe; Photocopiable 5.6

Warm-up

• Write on the board: TTRNSAAOU, OORCTD, FFGHTRREEII, AERRMF, UEIRDLB, AELLTB DERACN. Divide the class into pairs and ask pupils to unscramble these words for jobs (astronaut, doctor, firefighter, farmer, builder, ballet dancer).

Learning adventure

16Think

What do you know?

• Open books and ask pupils to look at the main scene. Ask, What are we learning today? Write the lesson objective on the board: We’re learning about heroes.

• Close books. Ask pupils what jobs their heroes do, e.g. firefighter, athlete. Write them on the board.


Presentation

• Focus on the photos. Ask pupils to name the jobs: football player, film star (or actress).

• Pupils look at the texts, find the names of the countries where the children live (England, Northern Ireland) and locate them on the map or globe.

17 Listen and read.

• Focus on the photos of the two famous people. Ask (in L1) what pupils know about these people.

• Play the audio. Pupils read and listen to the children in the smaller photos speaking about their heroes. Ask some comprehension questions, e.g. Does Alejandro play basketball? Where is Kate from?

• Explain any new words from the texts. Explain that in the United States, people call their garden their yard.

Listen and read. Listen and read. 2:51

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5

58

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Lesson 6 Can make a presentation about my hero

16Think

What do you know?

172:51

Listen and read.

My hero

1

2 Hi! I’m Alejandro. I’m from Manchesterin England. I love playing football.

I play football every Thursday after school. I go to a special football club

at weekends, too.

I practise a lot in the park in the evenings with my dad. I live for football! My favourite player is David Silva. He’s

from Gran Canaria but he plays for Spain and he plays here in Manchester.

I like him because he works really hard, he’s really fast and he’s cool! He’s my hero. I want to be a famous football player just like him when I’m older.

Hello! I’m Kate and I’m from Northern Ireland.I love singing, dancing and acting. I have singing and dancing lessons after school every week andI go to a drama club on Saturdays, too. I practise

a lot because I want to be a film star! My favourite film star is Emma Watson. She acts in lots of

different films and she acts in theatres, too. She’s really clever and she’s my hero.

1 Find out about your hero and make notes.2 Use a presentation tool to write a presentation.3 Upload or paste photos of your hero into your presentation.4 Show your presentation to the class.

19

Collaborate

Make a presentation about your hero.Tim Peake, my hero

18 Read and say the names.

1 … lives in Manchester.

3 … wants to be a film star.

2 … is from Spain.

4 … acts in theatres. HOMESCHOOLLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOMEHOME

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Ask a family member abouthis/her hero. Then tell the class.


Learning adventure

Ask pupils, How much do you know about other people’s heroes now? Give pupils a

minute to tell their partner.


Pop quiz

Play Twenty seconds (see p. 204), where two teams take turns to describe

different famous people.

Project success criteria

Make sure that pupils understand the steps to success for the project, to enable them to carry out the project successfully and to the best of their ability. For example, instead of just asking them to create a poster, give them clear step-by-step instructions.

Show pupils what good means, so that they know what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve.

Above all, project work is a chance for pupils to produce the language they have been learning in class and will provide useful assessment and remediation opportunities.

Feedback

Let pupils know what they have done successfully and what they can improve upon. For example:

Good! Your pictures are interesting and colourful. Draw a frame for each picture. Write a heading at the top of your poster.

Create feedback messages on stickers or pieces of paper, which you can hand out to pupils.

Giving pupils feedback about what have done successfully and what they need to improve upon can lead to a positive impact on their achievement.



16 10 Read and write.

• Pupils look at the texts, find the names of the countries where the children live (Germany and Scotland) and locate them on the map or globe. Pupils read the texts and answer.

ANSWER KEY1 Evie 2 Alexander

17 11 Read and write T = True or F = False.

• Pupils read the sentences. Ask them to decide if the sentences are True or False.

ANSWER KEY 2 False 3 True 4 False

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128

521 Listen and read. Then complete the

sentences in your notebook.

• Ask the pupils the name of the website the texts are from (Kids’ Forum) and focus their attention on the nicknames of the kids.

• Before pupils attempt the questions, play the audio while the class looks at the text. Check answers with the class.

ANSWER KEY 1 an athlete 2 good food 3 telling stories and talking to people 4 helping people 5 karate

Practice

22 Listen. Then choose.

• Focus on the questions and tell the class that they have to listen for the words that are missing from the sentences. Play the audio. Pupils listen and write the answers in their notebooks. Play the audio again. Check answers with the class.

Audioscript CD2, Track 53W = WOMAN J = JULIEW: Hi, Julie. What do you want to be when you

finish school?J: I want to be a teacher.W: Why do you want to be a teacher?J: Because I like helping people. Also, I’m good

at speaking.W: I see! That sounds great! How can you make

this come true?J: I read a lot and study hard at school.

I’m learning from all my teachers.W: That’s great, Julie.J: Thanks.

ANSWER KEY1 c 2 a 3 b

Listen and read. Then complete the Listen and read. Then complete the Listen and read. Then complete the Listen and read. Then complete the Listen and read. Then complete the Listen and read. Then complete the 2:52

Listen. Then choose. Listen. Then choose. 2:53

Lesson 7

Lesson objectiveTo understand texts about what other children want to be

Cross-curricular focusSocial science (Jobs)

Target languageOlympic Games, champion, coach, train

MaterialsAudio; CLIL poster; Learning Adventure Poster

Optional activity materialsPhotocopiable 5.7; A4 paper

Warm-up

• Play a guessing game. Divide the class into two groups. Group A writes a job, e.g. a doctor, on a piece of paper and gives it to one pupil from Group B. This pupil comes to the board and mimes it or draws it on the board. Group B guesses what it is. The groups take turns.

Learning adventure

20Think

What do you know?

• Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson objective on the board: We’re learning about what other children want to be.

• Close books. Ask pupils what interesting jobs they know in English, e.g., astronaut. Write their ideas on the board.


Presentation

• Write some names of sports champions on the board (e.g. Usain Bolt, Simone Biles). Ask (in L1) what these people have in common (They’re sports champions). Explain the word champion. Ask, What sports do they do?

• Introduce Olympic Games. Ask (in L1) the location of the next or the most recent, Games (the Olympic Games in 2016 were held in Rio de Janeiro, Brazil).

• Introduce famous journalists and firefighters.

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5

5959

5

Lesson 7 Can understand texts about what other children want to be

What do you want to be and why? How can you make your dream come true?

I want to be an athlete because I want to be famous. I want to be a champion at the Olympic Games. I train very hard and listen to my coach. I eat good food. And I go to bed early every night.

I want to be a journalist because I like telling stories and I like talking to people. I want to be famous. I read a lot and write in my diary every day. I practise speaking aloud every day.

I want to be a firefighter because I’m brave and strong. I like helping people. I take care of my body. I’m learning karate to make my body strong.

20Think

What do you know?

212:52

Listen and read. Then complete the sentences in your notebook.

Kids’ Forum POST A REPLY LOG IN FAQ

Olympian

Newsgirl

Flamefi ghter

222:53

Listen. Then choose.

1 What does Julie want to be?

a a photographer b a model c a teacher

2 Why?

a She likes helping people. b She’s brave. c She’s strong.

3 What does she do?

a She trains hard. b She studies hard. c She goes to bed early.

1 Olympian wants to be a …

4 Flamefighter likes …

2 Olympian eats …

5 Flamefighter is learning …

3 Newsgirl likes …


19 Draw your dream job. Then write.

• Pupils complete the text describing what they want to be and why. Ask volunteers to read their texts aloud.

Learning adventure

Ask pupils, What do you know about what we want to be now? Give pupils a

minute to think of ideas with their partner. Accept any answers and promote discussion.


Pop quiz

Play Collect the cards (see p. 202) using the jobs flashcards to build sentences.

The sentences can be descriptive or express what pupils want/don’t want to be, e.g. Pupil 1: Astronaut. I don’t want to be an astronaut. Pupil 2: Doctor. Doctors wear white coats.

Extension questions

Ask pupils questions which will help to develop their engagement and extend their thinking.

Examples of extension questions are:

• Questions which do not have a definite Yes/No answer, and could elicit a range of answers (e.g. Which is the odd one out?)

• Statements for pupils to agree or disagree with, giving reasons (e.g. Dogs are better than cats)

• Giving the answer, for pupils to work out possible questions leading to that answer (e.g. Answer: Five. Possible question: How many cousins do you have?)

• Point of view, encouraging pupils to imagine things from different perspectives (e.g. How do you think the boy felt?)

This type of questioning requires pupils to use higher cognitive skills than just factual recall, and helps to illustrate their learning.


18 Listen and circle.

• Focus on the questions and the pictures. Play the audio once. Pupils just listen and read. Play it again. Pupils circle the correct pictures. Play it once more; pupils check their answers.

Audioscript CD2, Track 541 Hello, Matthew. What do you want to be and why?

I want to be a basketball player because I love sports.2 What do you do to make your dreams come true?

I go running at 7 o’clock in the morning. I eat only healthy food like pasta and fruit. In the afternoon I practise basketball with the team.

3 What other things do you do?I do karate on Sundays. I want to make my body strong.

ANSWER KEY2 Circle: second clock, pasta and fruit, second figure3 Circle: karate figure

Listen and circle. Listen and circle. 2:54

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130

524 WRITE Look and write three questions and

answers about each child in your notebook.

• Pupils work in pairs to look at each of the pictures and read the prompts in the substitution table. They use the information in the picture to make three questions and answers.

• Invite different pairs to say their questions and answers in front of the class.

• Then pupils work individually to write the questions and answers in their notebooks.

25

Co

mmunicate

Ask three friends. Tell the class.

• Put students into pairs and invite a pair to read aloud the speech bubble model in 1, in front of the class. Pupils take turns to ask and answer, following the model.

• Invite a pupil to read aloud the speech bubble model in 2. Then invite different pupils to say a sentence about their partner in front of the class.



20 12 Look and write the jobs.

• Focus on the pictures and elicit the example. Pupils work individually or in pairs.

ANSWER KEY2 ballet dancer 3 basketball player 4 firefighter 5 photographer 6 builder 7 singer 8 mechanic

21 13 Listen, number and tick (✓). Then write.

• Explain that pupils have to listen and choose the correct picture in each pair. Play the audio, pupils listen. Play the audio again and pupils tick the correct picture.

Audioscript CD2, Track 561 What does he want to be? He doesn’t want to

be an astronaut. He wants to be a firefighter.2 What does she want to be? She doesn’t want to

be a model. She wants to be an athlete.3 What does she want to be? She doesn’t want to

be a journalist. She wants to be a lawyer.4 What does he want to be? He doesn’t want to

be a builder. He wants to be a carpenter.

Listen, number and tick ( Listen, number and tick ( Listen, number and tick ( Listen, number and tick ( Listen, number and tick (2:56

Review

Lesson objectiveTo assess and use what they have learnt in Unit 5

MaterialsAudio; Flashcards – Jobs; Learning Adventure Poster; Animated Story – The action film; Test Booklet p. 24 (Unit 5)

Optional activity materialsa bag or box

Warm-up

• This is a self-assessment lesson. Tell the pupils that the activities will show what they have learnt in this unit.

• Write sequences of scrambled words on the board, e.g. jobs: leetaht (athlete), leibudre (builder). Divide the class into pairs to unscramble them.

Learning adventure

Open books and ask pupils to look at the activities. Write the lesson objective on the board: We’re

thinking about our learning adventure.

• Ask, How many jobs can you remember? Write pupils’ answers on the board.

• In pairs, pupils discuss how they feel about their learning adventure. Individual pupils say where they are on their learning adventure, and what they think their difficulties are.

Practice

23 Listen and say the letter.

• Tell the pupils that they must choose the correct picture, a or b, for each question.

Audioscript CD2, Track 551 What do you want to be? I don’t want to be a

singer. I want to be a ballet dancer.2 What do you want to be? I don’t want to be a

builder. I want to be a photographer.3 What does she want to be? She doesn’t want to

be a lawyer. She wants to be a police officer.4 What does he want to be? He doesn’t want to

be a computer programmer. He wants to be an astronaut.

• Pupils listen, look at the pictures and say the correct answer.

ANSWER KEY1 a 2 a 3 b 4 b

Listen and say the letter. Listen and say the letter. Listen and say the letter. Listen and say the letter. Listen and say the letter. Listen and say the letter.2:55

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131

5

60 Review Can assess what I have learnt in Unit 5

1 2

1 2

3 4

232:55

Listen and say the letter.

a

a cb

a

a a

b b

b b

24 WRITE Look and write three questions and answers about each child in your notebook.

25

Co

mmunicate

Ask three friends. Tell the class.

✓ ✓✗

Does he/she want to be a/an ...?

mechanic athlete doctorphotographer carpenter astronaut

firefighter lawyer

Yes, she does. Yes, he does. No, she doesn’t. No, he doesn’t.

What does he/she want to be?She wants to be a …He wants to be a …

Does Jenny want to be a mechanic? No, she doesn’t.

Martín wants to be a mechanic.What do you want to be?

I want to be a mechanic.

I CANDO IT!I CAANDODODDO ITT!T!T!T!T!TI CANDO IT!


Pop quiz

Play Correct order. Invite eight pupils to the front of the class and give each pupil

a flashcard. Then call out the flashcards in random order. Pupils have to arrange themselves in the correct order. Repeat again with different pupils.

ANSWER KEYOrder of pictures: 2 athlete / model, 3 lawyer / journalist, 4 carpenter / builderCorrect pictures to tick: 2 a, 3 a, 4 a2 Does she want to be a model? 3 She wants to be a lawyer. 4 He wants to be a carpenter.

• Focus on the questions and answers below the pictures. Read the example aloud. Pupils work individually.

Learning adventure

Ask pupils, How do you feel about listening and speaking about jobs now? Give pupils a minute to tell their partner.

Ask the class what they find easiest or most difficult to say or listen. Tell pupils, Well done! to reinforce the progress they are making.

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132

5Activity Book page 100 (Extra practice)

1 Write the words in alphabetical order.

• Check the meaning of alphabetical order. Draw pupils’ attention to the word box. Pupils work individually or in pairs to complete.

ANSWER KEY 2 builder 3 carpenter 4 firefighter 5 journalist 6 lawyer 7 mechanic 8 photographer 9 singer

2 Ask a friend. Then write what you want and don’t want to be.

• Divide the class into pairs. Have them ask and answer, What do you want to be? What don’t you want to be? Pupils listen to each other, then write full sentences about themselves and their partner. Pupils report to the class.

3 Read. Then look at the answers and write.

• Draw pupils’ attention to the prompts given and read out the example. Check understanding that the cross means doesn’t want to and the tick means wants to.

• Pupils then write the questions and answers to complete. Check pupils’ answers with the class and note any errors for later use.

ANSWER KEY 2 Yes, he does. 3 She wants to be a model. 4 Do you want to be an athlete? 5 What does he want to be?

4 Write about your dream job.

• Pupils work individually to think about their dream job. Hand out coloured pencils or pens for drawing. Pupils then present their dream job to the class.

Learning adventure

Ask pupils how they feel about their learning. Pupils say what they have found easy or difficult.

Encourage pupils to feel positively about their learning.

• Pupils say the I can statements in the Pupil’s Book and point at the faces to represent how confident they feel about each learning objective. They then colour each bar in the Activity Book.

• Put up the Learning Adventure Poster. Ask, Where are you now in your learning adventure? Pupils discuss where they think they are. Tell them, Well done! to reinforce the progress they are making.

Learning adventure

Ask pupils how they feel about reading and writing from the last unit and what they think their

di± culties are. Encourage them to discuss in pairs before discussing as a class.

Practice

26 Read. Does Leo want to be a police officer?

• Invite a pupil to read aloud the heading of the text in front of the class.

• In pairs, pupils take turns to read aloud different sentences in the text. Then they answer the question.

• Check the answer with the class. Invite individual pupils to give a reason for their answer.

ANSWER KEY1 Yes, he does.

27 In your notebook, write about jobs.

• In pairs, pupils ask and answer the questions in 1 Plan. Circulate to monitor, prompting where necessary.

• Then pupils work individually to write sentences in their notebooks, using the sentence starters provided.

• Have students swap notebooks with their partner. They check each other’s work, making sure their partner has spelled words correctly and written with clear handwriting.

28 Share your work with the class.

• Invite individual pupils to read aloud their sentences to the rest of the class.

• You can display pupils’ writing on the classroom walls or in a class book.


22 Draw and write two things you want to be and two things you don’t want to be.

• Have pupils look at the prompts. Pupils work individually to think about and plan what they are going to write. Encourage them to write full sentences and to use because in each one.

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5

Lesson 10 XX 6161 Can use what I have learnt in Unit 5

I can identify common jobs.I can ask and answer about what people want to be and why.I can write about what I want to be and why.

27 In your notebook, writeabout jobs.

28 Share your workwith the class.

26 Read. Does Leo want to be a police officer?

• What jobs do you want to do?

• What jobs don’t you want to do?

• Why?

I want to… because I can…

I don’t want to… because

I can’t…

• Correct spelling?

• Clear handwriting?

1

Plan

Write2

3Check ✔

Hi! I’m Leo and I’m from Malaga. I want to be a

firefighter or a police officer because I love helping

people. I’m strong and I like running and swimming,

too. I don’t want to be a pop singer because I don’t like

singing or dancing. And I don’t want to be a basketball

player because I can’t jump and I can’t catch the ball!

Jobs By Leo

too. I don’t want to be a pop singer because I don’t like

singing or dancing. And I don’t want to be a basketball

with the class.

I want to be an astronautbecause I love looking at thestars. I don’t want to be a

ballet dancer because I don’tlike dancing.

1 Yes, he does. 2 No, he doesn't. 3 Leo doesn't say.

5


Pop quiz

In groups of four, pupils tell the others the answers to the following questions: Which is your favourite activity in the

unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?

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unit objective language - pearsonelt · 117 5 • shuffle the flashcards – jobs and choose...

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