5 Jobs

Unit objective
• Talk about jobs

Language
Common jobs: an astronaut, a mechanic, a builder, a firefighter, a basketball player, a
police officer, a ballet dancer, a film star, a photographer
Target More common jobs: teacher, doctor, farmer
vocabulary
What people want to be: champion, win, medals, Olympic Games, go running, go
shopping
What do you want to be?
Target I want to be an (astronaut).
structures I don’t want to be a (builder).
Does he/she want to be a (builder)? Yes, he/she does. / No, he/she doesn’t.
Phonics: /ə/
Features Values: The importance of having ambitions
Cross-curricular: PE: what people want to be

Contents

Songs and chants • Chant: What do you want to be?

• Song: Teacher, farmer, builder, doctor
Stories • Unit opener: favourite jobs
• Island adventure chapter 5
Socio-cultural aspects • Finding out about personal ambitions
• Getting information about jobs around the world
• Using previous knowledge to learn new words
• Identifying rules about the use of want to be
• Logical thinking: examining patterns and reaching conclusions
Learning strategies • Creative thinking: doing activities based on visual memory
• Critical thinking: comparing and contrasting ideas
• Collaborative learning: asking for help when necessary
• Self-assessment

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 Key competences
Linguistic competence: Use the language to communicate in the classroom (L. 1-8)
Mathematical, science and technology competences: Think about future jobs (L. 7);
Express singular number (L. 1-4)
Digital competences: Use Poptropica English digital tools (L. 1-8)
Social and civic competences: Understand the social value of having a job or profession (L. 1-4);
Have ambitions (L. 5)
Cultural awareness and expression: Talk about a dream job (L. 7)
Learning to learn: Reflect on what has been learnt and self-evaluate progress (L. 8)
Initiative and entrepreneurship: Develop one’s own criteria and social skills (L. 1-8)

Skills
Speaking Reading
• Can ask and answer about what people want to be • Can understand a simple story and details of it
• Can pronounce words that include the sound /ə/ • Can understand short texts about what another
• Can act out a story person wants to be
• Can talk about the importance of discipline to
achieve aims in life

Listening Writing
• Can identify common jobs • Can make a collage about my dream job
• Can write the words for common jobs (Activity Book)
• Can write simple sentences about what I want to
be (Activity Book)
• Can write simple sentences about what people
want/don’t want to be (Activity Book)

Classroom ideas Take-home English

• Bring to the class prompts associated with jobs and ask • Letters for parents. When you begin
the pupils to use them to do some activities Unit 5, give pupils a copy of the letter
• Find out about famous people in their jobs on the for the unit (see digital tools) This
internet explains what pupils are going to learn in
• Find pictures and photos of jobs and bring them to the this unit.
class • Home-school link. Encourage pupils to
• Bring to the classroom library books that include jobs show their work from Lesson 7 to their
• Photocopiables parents.

Evaluation
Self-assessment Resources
• I can identify some common jobs • Pupil’s Book p. 51 • Picture dictionary
• I can ask and answer about what people • Activity Book p. 45 (Activity Book p. 78)
want to be • Unit 5 Test
• I can understand short texts about what • End of term 2 Test
other children want to be
• I can write about what I and other children
want to be

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5
Lesson 1 CD2, Track 20
Costume designer: Everyone, quiet, please!
Learning objective What’s the problem,
Can identify some common jobs Uncle James?
Uncle James: I don’t want to be a builder.
Target language
I want to be an astronaut!
an astronaut, a ballet dancer, a basketball
Costume designer: And you, Oliver? What do
player, a builder, a film star, a firefighter, a
you want to be? A mechanic?
mechanic, a photographer, a police officer
Oliver: No, I don’t want to be a
Recycled language mechanic.
Clothes Costume designer: Do you want to be a
basketball player?
Oliver: No, no, I want to be a
Warm-up firefighter.
Costume designer: Sophie, what do you want to
• Brainstorm the clothes words that pupils know and be? A ballet dancer? A police
write them on the board. Then say, I’m wearing (a
red T-shirt and black trousers). Ask, What are you officer?
wearing? Listen to individual pupils’ answers. Sophie: No, I want to be a
photographer. I want to take
• Focus on the main scene. Pupils describe what the photos of my favourite film
characters are wearing.
star, Finley Keen!
Learning adventure
• Play the audio again. Pupils listen to the dialogue
1 What do you know? and point to the pictures when they hear the
related words.
• Look at the main scene. Ask, What are we learning
today? Write the lesson objective on the board Practice
or look at it on the screen: We’re learning words
for jobs. • Play the audio again, then ask some comprehension
• If using books, close them. Ask pupils what words questions, e.g. Does Uncle James want to
they know in English for jobs, e.g. doctor, teacher. be a builder? (No.) Does he want to be an
Write them on the board. astronaut? (Yes.)
• Refer to the learning adventure poster and
say, Great! You are already moving along your 3 Listen and say Yes or No.
learning adventure! • Ask pupils to look at the pictures.
• Play the audio and ask pupils to listen first.
Presentation
• Present the new vocabulary with Flashcards and CD2, Track 21
Wordcards 42–50. Show the flashcards in turn, say 1 She’s an astronaut.
the words and pupils repeat. Stick the flashcards on 2 He’s a firefighter.
the board. 3 She’s a police officer.
4 He’s a basketball player.
2 Listen and find. 5 He’s a mechanic.
• Focus on the scene. Elicit the main characters 6 She’s a builder.
(Uncle James, Oliver, Sophie, Finley Keen) and 7 He’s an astronaut.
explain that the other characters are actors. They 8 He’s a film star.
are in the costume department at the film studio. 9 She’s a mechanic.
• Tell pupils (in L1) that you are going to play the
audio and that they have to find the jobs in the • Play the audio again, pausing after each sentence.
main scene. Pupils say Yes or No.
• Play the audio and ask pupils to listen first.

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 5
5
Activity Book page 38
a film star

Jobs 1 Complete the words. Use the

letters in the box.
• Focus on the pictures and the example.
1 What do you know? a basketball player Pupils complete the other words in the
same way. Check as a class.
2
2:20
Listen and find.
a mechanic
ANSWER KEY
a police officer
2 basketball player 3 ballet dancer
4 police officer 5 builder
6 film star 7 astronaut
8 photographer 9 mechanic

a firefighter
an astronaut 2 Look and write.
a builder

a ballet dancer
• Pupils complete the speech bubbles with
the correct jobs. Check as a class.
3
2:21
Listen and say Yes or No. 4
2:22
Listen and say.
ANSWER KEY
1 2 3 4
2 firefighter 3 farmer 4 astronaut
5 police officer
6 7 8

Learning adventure
44 Lesson 1 Can identify some common jobs
Ask pupils, How many words for jobs
do you know now? Give pupils a
M05_POEN_PUB_04ESP_8737_U05.indd 44 6/8/18 12:53
minute to tell their partner the new words
they know. Ask them, Where are you on
ANSWER KEY your learning adventure now? Ask pupils
1 No 2 Yes 3 Yes 4 Yes 5 No 6 No 7 Yes which words they find easiest or most
8 No 9 Yes difficult to remember. Tell pupils, Well
done! to reinforce the progress they
are making.
4 Listen and say.
• Play the audio and ask pupils to listen first. Pop quiz
Draw a word map with the class. Draw
CD2, Track 22 a circle and write Jobs in it. Ask
a firefighter a police officer a film star individual pupils to come to the front and
a ballet dancer a basketball player an astronaut write one job name on the board. They may
a mechanic a photographer a builder use words from this lesson as well as any
other words they remember from previous
• Focus on the labels and read them one by one. Pupils find lessons.
the words as they hear them and repeat them.
• Play the audio again. Pupils listen, point to the pictures and Home-school link
repeat the words. Pupils then continue in pairs.
Invite pupils to play the Poptropica
Game English Island Adventure Game.
Show them various activities they
• Shuffle Flashcards 42–50 and choose one. Hold it up. could do as homework.
Pupils say and mime the job.

Materials
Learning adventure poster
Flashcards and Wordcards 42–50
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5
Lesson 2 • Pupils look at the main scene and make more
example questions and answers. Write the
Learning objective examples on the board.
Can ask and answer about what people want to be • Pupils then copy them into their notebooks.
Target language 6 Read and match. Then listen and
What do you want to be? check.
I want to be a (builder).
I don’t want to be an (astronaut). • Ask pupils to look at the four sentences and the
pictures. Tell pupils that they have to match the
Recycled language sentences with the characters.
Jobs
• When they have finished, play the audio, pausing
after each answer. Pupils listen and check.

Warm-up
CD2, Track 25
• Play Spelling bee (see page 21) to revise jobs from Man: What do you want to be, Cathy?
Lesson 1. Cathy: I want to be a ballet dancer. I love
dancing!
Learning adventure Man: What do you want to be, Di?
Di: I want to be a farmer. I love animals.
Open books and ask pupils to look at the Man: And what about you, Al?
activities. Ask, What are we learning today? Al: I like playing basketball. I want to be a
Write the lesson objective on the board or look at it basketball player.
on the screen: We’re learning to ask and answer Man: And you, Ben? What do you want to be?
about what people want to be. Ben: I want to be a police officer.
5 Listen and chant. Find the jobs.
• Tell pupils they will listen to a chant about jobs. ANSWER KEY
• Play the audio (CD2:23). Pupils listen and follow the 1 Cathy 2 Di 3 Al 4 Ben
words. They then point to the jobs.
• Play the audio again. Pause after each line to give
pupils time to repeat the words.
• Play the chant and ask pupils to chant along. Practice
• Focus on the jobs in Activity 3. Ask a pupil, What do
ANSWER KEY you want to be, number (six)? (I want to be a ballet
film star, farmer, firefighter dancer.)
• This pupil then chooses another pupil and asks
them What do you want to be, number (two)?
Practice Continue until all the class has asked and answered.

• Divide pupils into two groups. One group says the 7 Ask and answer.
questions What do you want to be? and the other
says the rest of the chant. They then switch lines. • Ask two pupils to read the speech bubbles aloud.
Say the question and ask pupils to repeat a
few times.
Presentation
• Divide pupils into pairs. Pupils take turns to ask and
• Read through the Look! box with the class and play answer questions about what they want to be.
the audio (CD2:24).
• Focus on the highlighted words. Explain (in L1) that
they use do to make a question and don’t to give
the sentence a negative meaning.

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 5
• Play the audio again. Pupils listen and
number the items.
Listen and chant. Find the jobs.
• Play it a third time for pupils to check
5
2:23

What do you want to be? (x2) their answers.

I want to be, I want to be,
I want to be a film star.
• They then complete the question.
I don’t want to be a farmer.
I don’t want to be a firefighter.
I want to be, I want to be, ANSWER KEY
I want to be a film star. From left to right (top row): 7, 3
What do you want to be? (x2)
I want to be, I want to be, From left to right (bottom row): 5, 4,
I want to be a film star.
2, 6
Question: What do you want to be?
2:24

What do you want to be?

want to be a builder.
I
don’t want to be an astronaut.
4 Look at Activity 3 and write.
• Direct pupils’ attention to the characters.
6
2:25
Read and say. Then listen and check. Pupils write the sentences using the
1 I want to be a ballet dancer. information in Activity 3.
2 I want to be a farmer. • To check answers, ask individual pupils to
3 I want to be a basketball player. read the sentences.
a photographer 4 I want to be a police officer.

5
Al
ANSWER KEY
Ben Cathy Di 2 I want to be a film star.
3 I want to be a ballet dancer.
9
7 Ask and answer.
4 I want to be a farmer.
5 I want to be a basketball player.
What do you want to be? I want to be a police officer.
6 I want to be an astronaut.
45
7 I want to be a firefighter.
Lesson 2 Can ask and answer about what people want to be

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Activity Book page 39 Pop quiz

Say, I don’t want to be a firefighter.
3 Listen and number. Complete the question. I want to be a police officer. Point to
• Point to each object. Pupils say the jobs. a pupil and ask, And you? The pupil says, I
• Tell the class that they are going to listen to the audio. don’t want to be a police officer. I want to
They number the jobs in the order they are mentioned. be a farmer. The next pupil says, I don’t
• Play the audio. Pupils listen and point to the pictures. want to be a farmer. I want to be a ballet
dancer. and so on. Continue until every
pupil has had a turn.
CD2, Track 26
1 What do you want to be?
I want to be a police officer. Home-school link
2 I don’t want to be a farmer. I want to be a film star.
3 What do you want to be? Direct pupils’ attention to the coat hanger
I want to be a ballet dancer. card on page 44 of their Pupil’s Book. Tell
4 What do you want to be? pupils to go online to the Poptropica
I want to be a farmer. English Island Adventure Game and find
5 I don’t want to be a firefighter. I want to be a the item. Once pupils click on it, they are
basketball player. taken to a supplementary language task.
6 I don’t want to be a ballet dancer. I want to be an
astronaut.
7 What do you want to be?
I want to be a firefighter.

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Lesson 3 Presentation
• Read through the Look! box with the class and play
Learning objective the audio (CD2:29).
Can identify more common jobs • Focus on the highlighted words. Explain (in L1) that
they always use want to be in the question but that
Target language
with he and she they use does/doesn’t instead of
builder, doctor, farmer, teacher
do/don’t.
Does he/she want to be a builder?
Yes, he/she does. • Elicit more questions and answers and write them
on the board.
No, he/she doesn’t.
• Pupils then copy them into their notebooks.
Recycled language
Jobs 9 Play the game.
• Direct pupils’ attention to the chart and the
questions. Explain (in L1) that this is a guessing
Warm-up game.
• Show one of Flashcards 42–53 and say an incorrect • Divide pupils into pairs. Pupil A chooses one girl,
sentence, e.g. I want to be a ballet dancer. Pupils e.g. Number 1. Pupil B asks questions about her
say, No. Ask them to make a correct sentence until he/she guesses which girl it is. They then
about the picture, e.g. I want to be a firefighter. switch roles. The winner of each round is the
Repeat with other jobs, sometimes saying the player who guesses the correct girl after the
right sentence for the flashcard, sometimes the fewest questions.
wrong sentence.
Game
Learning adventure
• Work together as a class to write some new words
Look at the activities. Ask, What are we for the song. You could include jobs such as dancer,
learning today? Write the lesson objective on film star, pilot. Sing it to the karaoke version of the
the board or look at it on the screen: We’re learning song (CD2:28).
more words for jobs.
Home-school link
• If using books, close them. Ask pupils what words
they know in English for jobs, e.g. builder, police
Pupils find out the English words for the jobs
officer. Write them on the board.
members of their family do. They tell the class in
• Refer to the learning adventure poster the next lesson, e.g. My (dad)’s a (plumber).
and say, Great! You are moving along your
learning adventure!
Activity Book page 40
8 Listen and sing.
• Focus on the song illustration. Read the words with 5 Find the jobs and write.
the pupils to revise the names of the jobs.
• Point to each picture in turn and say, He’s a • Direct pupils’ attention to the words and tell them
(builder). Do you want to be a (builder)? Pupils (in L1) to unscramble them.
answer, Yes, I do. or No, I don’t. • When they have finished, tell the class to use the
words to complete the sentences.
• Play the audio (CD2:27). Pupils listen, follow the • Check as a class by asking individual pupils to come
words and point to the correct picture when they
hear a job mentioned. to the front and write the sentences.
• Play the song again. Ask pupils to join in with
the words. ANSWER KEY
• If pupils feel confident, use the karaoke version of 2 to be a builder 3 wants to be a farmer
the song on the Audio CD (CD2:28). 4 She wants to be a teacher.

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 5
ANSWER KEY
8
2:27 /
2:28
Listen and sing. 2 Does she want to be a teacher?
Yes, she does.
Teacher, farmer, builder, doctor, 3 Does he want to be a builder?
What does he want to be?
Yes, he does.
Teacher, farmer, builder, doctor,
Just a minute! Let me see…
4 Does she want to be a doctor?
Does he want to be a teacher? teacher No, she doesn’t.
No, no, no, he doesn’t.
Does he want to be a farmer?
No, no, no, he doesn’t.
Does he want to be a builder?
No, no, no, he doesn’t.
Learning adventure
Does he want to be a doctor?
Yes, yes, yes, he does.
Ask pupils, How many words for jobs
He wants to be a doctor.
doctor farmer
do you know now? Give pupils a
Chorus minute to tell their partner the new words
they know. Ask them, Where are you on
2:29

Does he/she want Yes, he/she does.

to be a builder? your learning adventure now? Tell pupils,
Play the game. No, he/she doesn’t.
9
Well done! to reinforce the progress they
are making.

1
✗ ✗ ✓ ✗ Pop quiz
Does she want
to be a teacher?
2
✗ ✗ ✗ ✓ Divide pupils into groups. Stick six
Yes, she does. of the jobs flashcards (Flashcards
3
Number 2.
✗ ✓ ✗ ✗ 42–53) on the board. Number them 1–6.
4 HOME Have pupils throw a die (without showing
✓ ✗ ✗ ✗ SCHOOL
SCHOOL the rest of the group) and mime the job on
LINK
the corresponding flashcard. The group
guesses, He/She wants to be a (builder).
46 Lesson 3 Can identify more common jobs

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6 Find and write the questions. Then listen and

write the answers.
• Focus on the example. Explain that pupils have to rearrange
the words to make correct questions. Read the words and
then the question.
• In pairs or individually, pupils write the questions.
• Check as a class by asking individual pupils to read them.
• Then tell them that they are going to listen to the audio and
they have to write the correct answer.
• Play the audio a few times. Pause after each sentence to give
pupils time to understand and write.

CD2, Track 30
1 I don’t want to be a farmer.
2 I want to be a teacher.
3 I want to be a builder.
4 I don’t want to be a doctor.

Materials
Learning adventure poster, a die for each group of pupils
Flashcards 42–53 111
Optional: Resource 5.1, Resource 5.2

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5
Lesson 4 ANSWER KEY
1 Emma 2 Tim 3 Bob 4 Mary
Learning objectives
Can talk about what people want to be
Can pronounce words that include /ə/
11 Cut out. Then play the game.
Recycled language
Jobs • Ask pupils to turn to the Unit 5 mini cards of the
I want to be (a firefighter). Does he/she want to Pupil’s Book. Pupils cut out their mini cards.
be a teacher? • Ask a pupil to read the text in the speech
bubble aloud.
• Pupils work in pairs. Ask them (in L1) to shuffle two
Warm-up sets of mini cards and deal them evenly, face down
in two piles.
• Play Teacher says (see page 20). Give instructions • Pupil A turns over two cards and makes a sentence
and pupils mime but only if your instructions are about each one. If they are a pair, he/she keeps
preceded by Teacher says. the cards. If not, he/she puts the cards face down
again. Then Pupil B plays. The winner is the player
Learning adventure with the most pairs at the end of the game.
Open books and ask pupils to look at the 12 Listen and say.
activities. Ask, What are we learning today?
Write the lesson objective on the board or look at it • Focus on the illustration. Ask, What are they
on the screen: We’re reading and talking about eating? Elicit or teach pizza and pasta.
what people want to be and learning to pronounce • Pupils look at the tongue twisters and say which
words that include /ə/. sound the blue letters make.
• Play the audio (CD2:31) to check. Elicit that all the
10 Choose and draw in your notebook for you letters correspond to the same sound.
and a friend. Then ask and answer. • Say the sound /ə/ in isolation a few times and have
pupils repeat.
• Direct pupils’ attention to the pictures at the top • Play the audio again. Stop after each line to give
of the page. Ask pupils to identify and name the pupils time to repeat.
jobs. • Pupils practise saying the tongue twisters as a
• Tell pupils to copy the two frames into their class.
notebooks and explain how to complete them. In
the first frame, pupils draw and write about their Activity Book page 41
dream job. In the second frame, they draw and
write about their friend’s dream job. 7 Listen and tick (✓).
(
• Ask pupils to work in pairs. Tell them they will try to
guess their partner’s dream job (Round 1) and that • Play the audio. Pupils listen and point to
of their friend (Round 2). Read the speech bubbles the pictures.
at the bottom of the page aloud with a volunteer.
• Each pair plays rock-paper-scissors to decide who CD2, Track 32
goes first. Pupils play Round 1. Pupil A asks, e.g. Do 1 I like cars. I want to wear a uniform. I want to
you want to be a (ballet dancer)? Pupil B answers, be a police officer.
Yes. or No. Pupil A can ask a maximum of five 2 I like music. I can dance. I want to be a ballet
questions to guess Pupil B’s dream job. Pupil B then dancer.
has his/her turn to guess Pupil A’s dream job. The 3 I like helping people. I like wearing a white
winner is the pupil who asked the fewest questions coat. I want to be a doctor.
to guess their partner’s dream job. 4 I like books. I like school. I want to be a teacher.
• Pupils play Round 2. They repeat the activity, this
time trying to guess the dream job of their friend.
(Does he/she want to be a film star? Yes, he/she
• Play the audio again. Pupils listen and tick the
correct picture in each pair.
does. / No, he/she doesn’t.)

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 5
Complete the words with or,
5
9
er or a. Then listen and check.
10 Choose and draw in
your notebook for
you and a friend. • Point to the first two words and check
Then ask and answer. pupils understand the activity.
• They then complete each word with or, er
or a.
• Play the audio a few times. Pupils listen
and check their answers.

astronaut ballet dancer basketball player builder CD2, Track 33

doctor firefighter mechanic photographer police officer 1 farmer ER 6 sofa A
2 pasta A 7 pizza A
Do you want to be a firefighter?
No, I don’t. 3 doctor OR 8 firefighter ER
Does he/she want to be a teacher?
4 banana A 9 computer ER
Yes, he/she does! Well done!
5 builder ER 10 water ER

11 Cut out. Then play the game.

I want to be a
firefighter.
ANSWER KEY
2 a 3 or 4 a 5 er 6 a 7 a 8 er
9 er 10 er
12
2:31
Listen and say.

Pop quiz
The farmer and the firefighter like pasta. Choose one of the Unit 5 mini cards
The doctor and the builder like pizza.
but don’t show it to the class. Pupils
ask questions, e.g. Is it a man? Is he
Lesson 4 Can talk about what I and other people want to be / Can pronounce words that include /ǝ/ 47
wearing a uniform?, etc. You can only
M05_POEN_PUB_04ESP_8737_U05.indd 47 6/8/18 12:53 answer, Yes. or No. The first player to
guess correctly takes over your role. Pupils
ANSWER KEY can also play in pairs.
2 ballet dancer 3 doctor 4 teacher

8 Look, think and write. Then say.

• Focus on the example and the s at the end of wants.
• Pupils write three similar sentences about the other two
children with has got, likes and wants to be.
• You might want to do the activity orally first to help
weaker pupils.

ANSWER KEY
2 He’s got a basketball. He likes playing basketball.
He wants to be a basketball player.
3 She’s got (ballet) shoes. She likes dancing. She wants
to be a ballet dancer.

Materials
Unit 5 mini cards
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5
Lesson 5 Extension questions
Write the following questions on the board:
Learning objectives Why have some jobs got uniforms? (So that
Can understand a simple story you can see who is a police officer, a firefighter, etc.
Can act out a story Some uniforms provide protection.) Why do
Target language firefighters wear helmets? (To protect them from
space film fire.) What other jobs need helmets? Why? (e.g.
Astronauts – to protect them and so they can
Functional language breathe in space.) Use L1, if necessary. Ask pupils to
It’s very messy. work with a partner.
Hey! That’s my cap!
Yippee! • Give pairs two minutes to think of their answers.
They might like to write their ideas in their
Blast off!
notebooks. Ask pupils to share their answers with
Recycled language the class. They can do this in L1 if necessary but
Jobs encourage them to use as much English as possible.
I want to be (a firefighter).
Values
14 Act out the story.
Have ambitions • See the ‘How to use stories’ section on page 18 for
more ideas on how to build your pupils’ confidence
with roleplays.
Warm-up • Invite a group of pupil volunteers to act out the
roles. Play the audio while pupils act out the story
• Ask pupils (in L1) what they remember about the or say the lines and pupils repeat.
story from Unit 4. Retell the story, making some
deliberate mistakes. Every time pupils spot a • Divide pupils into groups of six (Sophie, the
costume designer, Oliver, Uncle James, the film
mistake, they put up their hands and correct it.
director, Coco). Give groups time to practise
their roleplay.
Learning adventure
• Play the audio again and ask pupils to speak along.
Open books and ask pupils to look at the story. Ask other groups of pupils to come to the front to
Ask, What are we learning today? Write the act out the story.
lesson objective on the board or look at it on the You might like to give the pupils feedback on
screen: We’re reading a story and acting it out. their roleplay.

13 Talk about the pictures. Then listen Values

and read.
• Explain what ambition means. Give an example of
• Direct pupils’ attention to the story and ask an ambition you have to help. Ask the pupil, What
questions about the characters and the scene: ambitions do you have? Accept any answers, e.g.
Who can you see? (Sophie, the costume designer, to be a police officer, to have a family, to be rich,
Oliver, Coco, Uncle James, the film director.) to travel to other countries, to climb Mount Everest
Who is the firefighter? (Oliver.) Who is the etc. Pupils draw a table in their notebooks.
photographer? (Sophie.) • Organise the class in pairs. Pupils take turns to ask
• Ask pupils to predict what will happen in the story. and answer about what ambitions they have and
• Play the audio (CD2:34) and ask pupils to listen to why. Ask pupils to share any interesting ambitions
the story as they follow along in their books. that their classmate has with the class.
• Play the audio again. Check pupils’ understanding
of the story by pointing to the pictures and asking
questions, e.g. What type of film are they making?
(a space film) Who is the astronaut? (Coco.) Who
has got the script? (Coco.)
• After pupils have a clear understanding of the
story, play the audio again and ask different groups
of pupils to read along with the characters.

114

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 5
ANSWER KEY
13
2:34
Talk about the pictures. Then listen and read. 2 cows 3 o’clock 4 morning
5 day 6 bed 7 tired 8 winter
It’s very messy. 1 I want to be a 2
firefighter, please.

Pop quiz
Close books. Read a phrase from the
And I want to
story aloud. Pupils put their hands up
It’s that monkey!
What do you want to be? be a photographer. if they know who said it. They give the
3 4 answer and repeat the phrase, using
Hey! That’s my cap! Yippee! We’re
Oh, yes! in a space film! correct intonation. Repeat with other
phrases.

Role playing the story

Who is the
astronaut? Below are some suggestions for extra
5 6 work with the stories:
ACTION! Blast off!
5… 4… 3… 2… 1… • While pupils listen to the story, they
perform a specific action for target
vocabulary.
• Pupils draw a new picture for any
frame of the story.
Look! It’s Coco!
Smile, Coco!
• Pupils create a new ending for the
story.
14 Act out the story. Have ambitions.
• Pupils draw or describe their favourite
character.
48 Lesson 5 Can understand a simple story / Can act out a story • Pupils discuss real-life situations that
are related to the story.
M05_POEN_PUB_04ESP_8737_U05.indd 48 6/8/18 12:54
• Pupils comment on how they would
Activity Book page 42 feel or how they would behave if they
were in a similar situation to one of
the story characters.
10 Look and write. Use the words in the box.
• You might like to give pupils
• Check that pupils know the meaning of all the words in the feedback. You could give pupils two
word bank. Elicit the names of jobs in the pictures. stars and one wish, e.g. Fantastic
• Remind pupils to use likes and wants in items 2 and 3. actions! Great teamwork! Speak a bit
• Check answers by asking individual pupils to read sentences. louder next time. This could be given
in L1.
ANSWER KEY Story card activities
1 helping people, firefighter
2 likes taking photos, wants to be a photographer For suggestions on how to use the
3 He likes space. He wants to be an astronaut. story activities, please see page 18.

11 Read and complete. Use the words in the box.

• Check that pupils know the meaning of all the words in the
word bank and a lot of and difficult in the text.
• Pupils then complete the text with the words.
• Check by asking individual pupils to read a sentence each.

Materials
Optional: Resource 5.3
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5
Lesson 6 16 Look and say the number.
• Ask pupils to look at the photos at the top of the
Learning objective activity and name the jobs that they show.
Can answer questions about a story • Pupils read the texts and match each child with the
Can read, talk and write about what people correct photo (1–4). Check as a class.
want to be
Recycled language ANSWER KEY
Jobs Mary 4 Emma 1 Tim 2 Bob 3
Do you want to be (a firefighter)?
Yes, I do.
No, I don’t. 17 Look at Activity 16. Listen and answer.
Does he/she want to be (a teacher)?
Yes, he/she does. • Explain (in L1) that pupils will listen to the children
No, he/she doesn’t. in Activity 16. They listen and say who is speaking.
• Play the audio once. Pupils just listen.
Warm-up CD2, Track 35
• Play the story audio again (track 2:34), and review 1 I can sing and dance. I like films.
the story with students. Who is it?
2 I’m tall and strong. I don’t want to be a
Learning adventure basketball player. I want to help people.
Who is it?
Open books and ask pupils, Look at the 3 I like sports. I’m tall and I can run fast.
activities. What are we learning today? Write Who is it?
the lesson objective on the board or look at it on 4 I like music. I can’t sing but I can dance.
the screen: We’re reading, talking and writing Who is it?
about jobs.
• Play the audio again, stopping after each question.
15 Read and write the sentences in your • Give them some time to look at the texts in
notebook. Activity 16. Check the answers as a class.
• Have students work in pairs. They read the phrases
in the first columns and choose the right phrase in ANSWER KEY
the second column to complete a true sentence. 1 Emma 2 Tim 3 Bob 4 Mary

ANSWER KEY
1d 2b 3f 4a 5e 6c 18 WRITE In your notebook, write a
sentence about what each person in
Activity 16 wants to be.
• Ask pupils to write a sentence describing what
each person in Activity 16 wants to be, using the
language they have learnt in previous lessons: Mary
wants to be a ...

116

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 5
15 Read and write the sentences in your
5
notebook.
1 Oliver wants to be a a space film.
2 Sophie wants to be b a photographer.
3 Coco has got c a photo of Coco.
4 They are making d a firefighter.
5 Coco is e an astronaut in the film.
6 Sophie takes f the script.

16 Read and say the number.

1 2 3 4

Mary Emma Tim Bob

I like dancing. I can sing and I’m strong.

I have ballet lessons on dance. I can act, I like climbing.
Saturdays. I want to be too. I don’t want to I like helping I like running. I can jump
a ballet dancer. be a ballet dancer. people. I don’t and I can catch a ball.
I want to be a want to be a I’m very tall. I want to
film star. police officer. be a basketball player.
I want to be a
firefighter.

17
2:35
Look at Activity 16. Listen and answer. Emma! She can sing and
dance and she likes films.
18 WRITE In your notebook, write a sentence
about what each person in Activity 16 wants to be.

Mary wants to be a ... .

Lesson 6 Can answer questions about a story / Can read, talk and write about what people want to be 49

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Activity Book page 43

12 What do you want to be? Write notes. Then tell

your friend.
• Direct pupils’ attention to the frame. Explain that they are
going to make notes about what they want to be.
• Ask them to choose a job and write notes about what they
like and what they can do.
• Divide pupils into pairs. Pupils tell each other what they want
to be.

13 Write about what you and your friend want to be.

• Ask pupils to complete the sentences about what they want
to be and what their friend wants to be.
• Ask individuals to read their sentences to the class.

Materials
Learning adventure poster
Flashcards 42–53
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5
Lesson 7 20 Listen, read and say a, b or c.

Learning objectives
• Pupils look at the photos and predict (in L1)
what the text is about. Point to photo b and
Can understand a text about what another introduce medal.
person wants to be
Can make a collage about my dream job
• Play the audio (CD2:36) once. Pupils listen and
follow in their books.
Cross-curricular • Play the audio again. Pupils match the paragraphs
PE: what people want to be with the photos. Check as a class.
Target language
champion, go shopping, medal, Olympic Games, ANSWER KEY
win 1b 2a 3c
Recycled language
Days of the week, Food, Hobbies, Sports, Times
21 Ask and answer.

Warm-up • Divide pupils into pairs. Explain (in L1) that pupils
should imagine they are training to be sports
• Play a guessing game. Divide pupils into two champions. They use the prompts to ask and
groups. Group A writes a job on a piece of paper answer questions about each other.
and gives it to one pupil from Group B, who
mimes it. Group B guesses what it is. They then Extension questions
switch roles.
Write the following questions on the board:
Learning adventure What is your dream job? Why do you want to
do this job? How can you make your dream come
19 What do you know? true? Use L1, if necessary. Ask pupils to work with a
partner to answer them.
• Look at the activities. Ask, What are we learning
today? Write the lesson objective on the board or • Give pairs two minutes to think of their answers.
look at it on the screen: We’re reading a text about They might like to write their ideas in their
what another person wants to be and making a notebooks. Ask pupils to share their answers with
collage about my dream job. the class. They can do this in L1 if necessary but
• If using books, close them. Ask pupils what words encourage them to use as much English as possible.
they know in English for jobs, e.g. firefighter,
builder. Write them on the board. Project
• Refer to the learning adventure poster and
say, Great! You are already moving along your 22 Make a collage about your dream job.
learning adventure!
• Tell pupils that they are going to make a collage
Presentation about their dream job. Ask pupils to think what
they want to be and choose one job.
• Write some sports champions on the board, • Provide the materials and give pupils time to draw
e.g. Rafael Nadal, Usain Bolt. Ask (in L1) who pictures (or print out photos from the internet).
these people are. (They’re sports champions.) They may write some words or simple sentences on
Explain champion. Ask, What sports do they do? their collages.
(tennis, running). • When they are ready, ask pupils to show their
• Introduce Olympic Games. Ask (in L1) the location collages to the class and talk about them.
of the 2016 Games (Brazil) and the 2020 Games • Display the collages in the classroom and ask pupils
(Tokyo). to choose their favourite.
You may also wish to give pupils feedback on
their projects.

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 5
Woman: What do you do on
19 What do you know? Sundays?
Boy: I play computer games with
20
2:36
Listen, read and say a, b or c. my friends. I do karate, too.

I want to be a champion!
• Play the audio again. Pupils circle the
1 Naomi Johnson wants to be a
champion. She wants to win
a correct pictures.
three medals at the next Olympic
Games. She wants to be the best!
• Play it once more. Pupils check their
2 At 6 o’clock in the morning
answers.
Naomi goes swimming.
She swims for two hours. Then
she has a big breakfast. She eats
four eggs, a lot of bread, cheese
ANSWER KEY
and fruit. Then she goes running. b c
2 7 o’clock 3 pasta, chicken and fruit
At 12 o’clock, she has chicken and
pasta for lunch. In the afternoon, 4 play football 5 play computer
she goes swimming again.
She swims 70–80 km every week!
games
3 Sundays are a special day. Naomi
doesn’t go swimming. She likes
watching TV and she goes
shopping. She loves shoes!
15 Look at Activity 14. Complete the
article.
21 Ask and answer.
• Pupils complete the article using the
1 What/want to be?
22 Make a collage about
information in Activity 14 and the words
2 What time/play/go/do…? your dream job. in the word bank.
What do you want
3 What/eat for breakfast? to be? 1 Think about what you want to be.
2 Make a collage about your
4 What/do after lunch? dream job.
3 Talk about your dream job with
ANSWER KEY
5 What/do on Sundays?
I want to be a tennis
champion.
a classmate.
4 Share your ideas with the class. 2 goes 3 morning 4 lunch 5 plays
6 playing
50 Lesson 7 Can understand a text about what another person wants to be / Can make a collage about my dream job

M05_POEN_PUB_04ESP_8737_U05.indd 50 6/8/18 12:54

Learning adventure
Home-school link
Ask pupils, What do you know now
Ask pupils to take their work home and share their about what Naomi does to become a
work with their families. They may wish to show their champion? Tell pupils to work with a
parents or siblings their dream job collage and talk about partner. Give pairs a minute to think of
everyone’s dream jobs. ideas. Accept any answers and promote
discussion. Ask them, Where are you on
your learning adventure now? Tell pupils,
Activity Book page 44 Well done! to reinforce the progress they
are making.
14 Listen and circle.
Pop quiz
• Focus on the questions and the pictures.
• Play the audio once. Pupils just listen and read. Play Hot seat (see page 20) using
Flashcards 42–53, e.g. Astronaut:
CD2, Track 37 I don’t want to be an astronaut. Doctor:
Woman: Hello, Matthew. What do you want to be? Doctors wear white uniforms.
Boy: I want to be a football player.
Woman: What time do you go running in the morning?
Boy: I go running at 7 o’clock.
Woman: What do you eat for lunch?
Boy: I eat a lot of pasta, chicken and fruit.
Woman: What do you do after lunch?
Boy: I play football with my team.

Materials
Learning adventure poster, materials to make the project (a sheet of paper for each pupil, coloured
pens or pencils), internet access (optional). Flashcards 42–53 119
Optional: Resource 5.4

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5
Lesson 8 • Play the audio again. Pupils listen and point to
the photos.
Learning objective • Play it a third time and check the answers.
Can assess what I have learnt in Unit 5 • Now ask pupils to work in pairs. They ask and
answer about the photos they didn’t choose.
Recycled language
Jobs
ANSWER KEY
What do you want to be?
1a 2a 3b 4b
I want to be (a ballet dancer).
What does he/she want to be?
He/She wants to be (a mechanic).
Does he/she want to be (a mechanic)?
24 Write in your notebook.
Yes, he/she does. • Ask pupils to copy the sentences into their
No, he/she doesn’t. notebooks and complete them.
• Write the answers on the board, eliciting the
missing words from pupils.
Warm-up
• Ask questions with can related to the jobs in the ANSWER KEY
unit, e.g. Can you swim? Can you make films? Can 1 he does
you play basketball?, etc. Pupils mime these actions 2 she want to be a doctor
when you say, OK. Go! 3 wants to be a
4 do you want to be
Learning adventure
Open books and ask pupils to look at the 25 Choose a picture. Ask and answer.
activities. Ask, What are we learning today?
Write the lesson objective on the board or look at it • Ask pupils to work in pairs. Pupils ask and answer
on the screen: We’re thinking about our questions about the pictures on this page and on
learning adventure. other pages in the unit, using the phrases in the
speech bubbles as a starting point.
• If using books, close them. Ask pupils if they can • Go around the class, monitoring and providing
remember the things they have been learning in
support where needed. Encourage pupils to use as
the unit, e.g. How many words for jobs can you
much language as possible from the unit, e.g. What
remember? Put their ideas on the board.
does she want to be? (She wants to be a police
officer.)
23 Listen and point.
• Ask pupils to look at the photos. Ask pupils to 26 WRITE In your notebook, write five
identify and name the jobs that photos show. sentences about activities you like doing
• Play the audio once. Pupils listen and point to and what you want to be.
the photos.
• Ask pupils to write a short description of what
they like doing and what they want to be using the
CD2, Track 38 language they have learnt in the unit.
1 What do you want to be?
I don’t want to be a doctor. I want to be a Activity Book page 45
ballet dancer.
2 What do you want to be? 16 Look and write.
I don’t want to be a builder. I want to be a
photographer. • Direct pupils’ attention to the pictures. Tell the
3 What does she want to be? class to write the jobs associated with these
She doesn’t want to be a firefighter. She objects next to each picture.
wants to be a police officer.
4 What does he want to be? ANSWER KEY
He doesn’t want to be a teacher. He wants to 2 ballet dancer 3 basketball player
be an astronaut. 4 firefighter 5 doctor 6 builder 7 teacher
8 film star 9 farmer 10 astronaut

120

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 5
23
2:38
Listen and point.
I C AN
DO IT!
T!
5 ANSWER KEY
2 Sundays (cross out ‘Mondays’)
1 a b 2 a b
3 afternoon (cross out ‘evening’)
4 basketball player (cross out ‘film
star’) 5 be (cross out ‘do’)
3 a b 4 a b

Learning adventure

24 Write in your notebook.

Pupils review the I Can statements
1 2
and shade the corresponding bar to
✓ ✗
reflect how confident they feel. Then they
indicate where they think they are on the
Does he want to be a photographer? Does ? learning adventure poster.
Yes, . No, she doesn’t.
3 What does he want to be? 4 What ? Pop quiz
He mechanic. I want to be a firefighter.
In groups of four, pupils answer
25 Choose a picture. Ask and answer.
these questions: Which is your
What does he want to be? He wants to be a builder. favourite activity in the unit? Why? Which
activity don’t you like? Why? What is your
26 WRITE In your notebook, write five sentences about activities
you like doing and what you want to be.
favourite new word? Which word is the
most difficult for you?

I can identify some common jobs.

Activity Book page 78
I can ask and answer about what people want to be.
I can understand short texts about what other children want to be. Now go to Poptropica
• Pupils play a game in pairs using the Jobs
I can write about what I and other children want to be. English World
pictures in the Picture dictionary. Each
Lesson 8 Can assess what I have learnt in Unit 5 51 pupil takes turns to say a word and his/
her partner points to the correct picture.
Stronger pupils may wish to cover the
M05_POEN_PUB_04ESP_8737_U05.indd 51 6/8/18 12:54

17 Listen, read and find the differences. written words below each picture.
Listen again and write.
I want to know more!
• Focus on the text. Tell pupils to listen and read the
text on the page. Explain (in L1) that they have to find Ask pupils to choose anything they
the differences. enjoyed from the unit and to go and
• Play the audio, stopping after the first sentence to focus on find out more, e.g. find out more words
the example. They hear I love sport and the text is I don’t for jobs or find out more information
like sport. about a particular job.
• Play the audio. Pupils listen and read.
Are you ready for Unit 6?
CD2, Track 39
I love sport. I play basketball on Sundays at 11 o’clock. Ask pupils if they are ready to move
In the afternoon I go to the park with my friends. onto the next unit. Tell pupils that it
I want to be a basketball player and I want to be the is fine if they do not remember
best! My favourite player is Rajon Rondo. He’s so cool! everything as they will continue to
What do you want to be? practise throughout the level. Tell pupils,
Well done! to reinforce the progress they
are making.
• Play the audio again. Pupils listen again and write
the differences.
Evaluation
• You can check your pupils’ progress using
Unit 5 Test, End of term 2 Test.

Materials
Unit 5 Test, End of term 2 Test
Optional: Consolidation and extension Worksheet 5
121

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 Wider World 3
My hero Presentation
• Focus on the large photos of famous people.
Learning objectives Ask (in L1) what pupils know about these people.
Can understand short texts about other • Write on the board: Spain, United States, Russia,
children’s heroes Argentina, Ireland. Locate them on the map of the
Can talk about my hero world. Say, Where’s (Spain)? Look, it’s here.
Target language 2 Listen and read. Does Kate want to be
Argentina, Ireland, Russia, Spain, United States
a photographer?
score (v)
Recycled language • Tell pupils they are going to listen to four children
speaking about their heroes. Ask them to listen and
Hobbies, Jobs
find out if Kate wants to be a photographer.
I (play basketball).
I want to be a (basketball player). • Play the audio (CD2:40) once for pupils to follow in
their books.
My favourite (film star) is (Emma Watson).
• Elicit the answer to the question in the rubric.

Warm-up ANSWER KEY

No, she doesn’t.
• Write some anagrams on the board to recycle jobs,
e.g. tanusrota (astronaut), latleb nardec (ballet
dancer), uribeld (builder). Divide pupils into pairs • Then play each part of the audio separately and ask
and ask them to unscramble the words. questions to check comprehension.
• Flashcards 42–53 around the class and play
Put • Encourage pupils to guess the meaning of any
I spy (see page 21). words they don’t know, e.g. score.

Learning adventure 3 Read and say the names.

• Ask pupils to read the questions and find
1 What do you know? the information.
• When they have finished, check the answers as
• Ask pupils to tell you the names of some famous a class.
people they admire in sports, films, TV, music, etc.
Ask them to tell you (in L1) why they like these
ANSWER KEY
people and the words for their jobs. Write them on
1 Elena 2 Kate 3 Alejandro 4 Santiago
the board.
Open books and ask pupils to look at the
photos. Ask, What are we learning today? 4 Read and say Yes or No.
Write the lesson objective on the board or look at it
on the screen: We’re learning and talking about • Pupils read the sentences. They reread the texts
other children’s heroes. in Activity 2 and decide if the sentences are true
or false.
• When they have finished, ask individual pupils to
tell the class their answers.

ANSWER KEY
1 No 2 No 3 Yes 4 No 5 Yes

122

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 5
Wider World 3
3

I’m Santiago. I’m from Argentina.

I want to be a football player.
My favourite team is Boca Juniors.
My hero My favourite football player is
Lionel Messi. He scores a lot of
goals.
1 What do you know?

2
2:40
Listen and read. Does Kate want to be a photographer? 4
Hi! I’m Alejandro. I’m from
1 Spain and I love basketball. Hello! I’m Kate. I’m from Ireland.
I play every week. I want to be I have singing and dancing
a famous basketball player. My lessons at school. I want to be a
favourite basketball player is film star. My favourite film star
Pau Gasol. He’s from Spain but is Emma Watson.
he plays in the
United States.
4 Read and say Yes or No.
1 Alejandro plays basketball every day.
2 Pau Gasol is from the United States.
3 Elena has ballet lessons every day.
2
4 Santiago hasn’t got a favourite football team.
My name is Elena. I’m from
Russia and I want to be a 5 Kate doesn’t like film stars.
ballet dancer. I go to ballet
school and I have ballet lessons
every day. My favourite ballet
dancer is Natalia Osipova. 5 Read and answer. Then
She’s from Russia. draw and tell your class.
My favourite swimmer
1 Who do you admire? is Mereia Belmote. She’s
3 Read and say the names. 2 What does he/she do? an Olympic swimmer.
She’s from Badalona.
Who wants to be… 3 Where is he/she from? She can swim very fast!
1 a ballet dancer? 2 a film star? 4 What can he/she do?
3 a basketball player? 4 a football player?

52 Wider World 3 Can understand short texts about other children’s heroes Wider World 3 Can talk about my hero 53

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Extension questions Pop quiz

Write the following questions on the board: Describe yourself as if you were a famous
What makes a hero? Have you got a hero who person and pupils guess who you are, e.g. I’m
is not famous? If so, why do you admire this person? from the United States. I’m famous. I’ve got long
Use L1, if necessary. Ask pupils to work with hair. I’m a good actor. I’ve got a lot of children.
a partner. (Angelina Jolie.) The rest of the class guesses who
• Give pairs two minutes to think of their answers. they are.
They might like to write their ideas in their
notebooks. Ask pupils to share their answers with Activity Book page 46
the class. They can do this in L1 if necessary but
encourage them to use as much English as possible. 1 Read and write.
5 Read and answer. Then draw and tell your • Pupils read two blog posts about what two children
class. want to be. Then they answer the questions.

• Encourage pupils to think about a famous person ANSWER KEY

they admire and note down some ideas before they
start. They then draw a picture about him or her. 1 Evie 2 Alexander
• Ask pupils to look over the notes and then present
their pictures to the class, following the example in
the Pupil’s Book. 2 Read and write T = True or F = False.
• Pupils read the sentences and identify if they are
true or false according to the posts in Activity 1.

ANSWER KEY
2 False 3 True 4 False

Materials
Map of the world
Flashcards 42–53 123
Optional: Resource WW.3

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