Our Food UNIT 7
• Tell pupils that the woman is trying to sell the
Aims:
In this unit, pupils will:
• identify and say fruit and vegetables.
• learn where vegetables grow.
• learn and improve the sound \i…\.
• learn to ask and answer about likes and dislikes.
• listen and talk about food and meals.
• talk about food likes and dislikes
• read, complete and write a letter about breakfast.
• learn to use exclamation marks.
Grammar:
Questions and answers about likes and dislikes: ‘Do you
like eggs?’ ‘Yes, I do.’ ‘Do you like cheese?’ ‘No, I don’t.’
Affirmative and negative sentences about likes and
dislikes: ‘I like eggs but I don’t like carrots.’
Vocabulary:
Food
Meals
Extra materials: Lesson 1 – food flashcards
on pages 129 & 130, poster paper; Lesson 2 – copies
of the Bingo cards on page 131, plastic toys, pictures
or realia of egg, cheese, ketchup and a bottle of water;
Lesson 3 – copies of the memotest cards on page 132,
and the ‘Jumbled words!’, ‘Find the words!’ and ‘Create
a snake wordsearch!’ worksheets on page 133; Lesson
4 – copies of the ‘Find the words!’ worksheet on page
134; Making progress – copies of the ‘Sort out into
categories!’ and ‘What do they like?’ worksheets on
page 135, long slips of paper, a ball
Lesson 1
Warmer  I like.../I don’t like...
• Draw two faces one the board: a happy face and an
unhappy one.
• Say, ‘I like pizza.’ and point to the happy face. Then say
‘I don’t like fish.’ and point to the unhappy face.
• Elicit from pupils vocabulary related to food that they
know, eg: pizza, hamburgers, salad, spaghetti, fish,
chicken, meat, ice cream.
• Ask pupils to provide sentences with ‘I like…’ and
‘I don’t like…’
1 2.01
• Introduce the concepts of ‘fruit’ and ‘vegetables’. Use
the food flashcards (see photocopiable materials,
pages 129 & 130). (Please notice that there are cards
which show food that is not introduced in the unit, eg:
oranges, bananas, grapes. However, these will come in
handy when introducing food vocabulary.)
• Ask pupils to open their books at pages 60 and 61 and
to look at the picture. Write ‘60’ and ‘61’ on the board.
• Ask pupils what they can see in the picture (a market,
food, vegetables, fruit).
vegetables and fruit.
• Play track 2.01 right through.
• Point to the fruit and vegetables she mentions. Use the
food flashcards to introduce the fruit and vegetables to
the class.
• Say each word, point to the corresponding flashcard and
ask pupils to repeat after you.
• Display all the flashcards on the board. Say one aloud
and have pupils rush to the front to touch it.
• Ask pupils to close their eyes and remove one or two
flashcards from the board.
• Ask pupils to open their eyes, to look at the flashcards
on the board and to say which ones are missing.
Audioscript
Lady: Buy your fruit and vegetables here! They’re delicious.
We’ve got pineapples. We’ve got mangoes too.
And lemons – beautiful lemons.
Look at these strawberries – big, red strawberries.
We’ve got carrots and onions.
Eggplants? Yes, we’ve got eggplants.
And chillies – there are red chillies and green chillies.
Buy your fruit and vegetables here!
2 2.02
• Ask pupils to look at the fruit and vegetables in the
market again.
• Say one aloud and have pupils point to it.
• Play track 2.02 right through. Pupils follow in their books
and point to the fruit and vegetables being mentioned.
• Play the track again and stop after each word for pupils
to repeat.
Audioscript
lemons, chillies, strawberries, carrots, pineapples, eggplants,
mangoes, onions
Let’s have fun!
Lip reading
Mouth the name of a fruit or vegetable to the class.
They have to read your lips and say which one it is.
3 2.03
• Ask pupils to look at the pictures in Activity 3 and to say
what they can see there.
• Read sentences a, b and c.
• Clarify meaning through drawings on the board, eg:
draw trees on the left side of the board, medium-sized
plants in the middle and on the right side draw root
vegetables. Write the name of each next to it.
• Ask pupils if they know which fruit and vegetables grow
on trees, which ones grow on plants and which ones
grow underground.
• Play track 2.03 and have pupils follow in their books.
• Explain the task and read the Shaper’s question aloud.
• Play the track again, stopping after each sentence.
• Check the answers together.
59
UNIT 7
Audioscript/Answers
1 Tomatoes grow on plants.
2 Potatoes grow underground.
3 Apples grow on trees.
• Direct pupils’ attention to the question at the bottom of
the page and have them answer it.
• Elicit from pupils some other fruit and vegetables for
each group, eg: Trees: lemons, apples, peaches; Plants:
eggplants; Underground: carrots, onions.
Project work 
The garden in our school
• Divide the class into three groups.
• Give them some poster paper. Group A has to draw
trees and the fruit that grows on them. Group B has to
draw plants and the fruit or vegetables that grow on
them. Group C has to draw the fruit or vegetables that
grow underground. They need to prepare at least two
examples each.
• Display all the posters on the walls of the classroom
and have pupils describe their work to the class.
Cooler  Memory game
• Have pupils play a memory game. Pupil A says the name
of a fruit or a vegetable. Then pupil B repeats that word
and adds one to the chain. Finally, pupil C says the word
given by pupils A and B and adds another one.
• In this way, a chain of words is created. Pupils need to
remember all the words given by pupils before them
and then add a new word.
Activity Book, page 58, Activities 1–3
Lesson 2
Warmer  Bingo time!
• Give out copies of the Bingo cards (see photocopiable
materials, page 131).
• Ask pupils to mention the fruit and vegetables on their
cards.
• Ask pupils to cross out two on their cards.
• Place all the food flashcards upside down on your desk.
• Ask a pupil to come to the front, pick up one and say
the name aloud. All the pupils who have this picture on
their cards, cross it out.
• The first pupil to cross out all the words on their cards is
the winner.
NB: You will see there are two Bingo cards in the
photocopiable materials section. One includes all the
items from Lesson 1. The second card may be used later
on when other words are presented (Lessons 4 and 5).
1 2.04
• Ask pupils to open their books at page 62 and to look
at the pictures. Write ‘62’ on the board.
• Ask pupils to describe who they see in the story.
• Invite them to predict what the children are talking about.
60
• Play track 2.04 right through. Confirm pupils’ predictions.
• Play frame 1 and focus on the ‘Do you like…?’ question.
Have pupils repeat after you. Provide other examples of
the question. Then elicit other questions from pupils.
• Focus on the answer. Show feeling when you say ‘I love
eggs.’ Ask pupils to repeat after you.
• Follow the same procedure with frame 2. This time
focus on the negative answer. Have pupils repeat it.
• Introduce ‘Yum’ and ‘Yuck’ by showing ‘I like’ or ‘I don’t
like’ with gestures.
• Ask pupils to say ‘Yes, I do. Yum, yum!’ or ‘No, I don’t.
Yuck!’
• Call pupils’ names and say the name of a fruit or
vegetable. Have the pupils you have called say whether
they like or not that fruit or vegetable.
• Play frame 3. Draw pupils’ attention to the question and
the answer. Have them repeat both.
• Play frame 4. Explain the meaning of ‘Tuck in!’
• Play frame 5. Ask pupils what happened in the story,
why the girl says ‘Oh no! I’m sorry!’
• Focus on the offer ‘Water?’ and the answer ‘Yes,
please!’
• Play the track again all the way through. Have pupils
follow in their books.
2
• Play track 2.04 again and stop at the end of each frame
for pupils to repeat the dialogue.
• Ask pupils to pair up and to practise reading the
dialogue. Tell them that there are parts in which
feelings must be clearly expressed through correct
intonation and gestures. Practise this with the whole
class.
• Give pairs time to read and rehearse.
• Monitor and help the less able pupils or those who are
shyer.
• Ask volunteers to come to the front to act out the
dialogue.
• Have plastic toys, pictures or realia to show in the
dramatizations, eg: a toy egg, a picture of a piece of
cheese, a bottle of ketchup, a bottle of water.
Shape your
grammar!
Direct pupils’ attention to the ‘Shape your
grammar!’ box and read the questions and answers
aloud.
3
• Read aloud the dialogue between the Shapers.
• Pupils pair up and try to find fruit or vegetables they
both like and they don’t like. They then report to the
class.
• Write the following on the board to help pupils give
their reports: ‘(Tom) and I like… and we don’t like…’

Cooler  Guess what I like!
• Draw a part of a fruit or vegetable on the board.
• Pupils try to guess by asking ‘Do you like…?’ You
answer ‘Yes, I do.’ or ‘No, I don’t.’
• With every ‘No, I don’t.’ answer, add a little bit to your
drawing.
Activity Book, page 59, Activities 1–3
Lesson 3
Warmer Memotest
• Prepare enough sets of memotest cards (see photocopiable
materials, page 132) for the pairs in the class.
• Ask pupils to pair up and give out the cards.
• Let pupils play the game. Then ask them to swap their
places with another pupil in a different pair and have
them play again.
1 Uncle Mo: Do you like eggplant?
• Ask pupils to open their books at page 63 and to look
at pictures a, b and c. Write ‘63’ on the board.
• Have pupils describe what they can see in the pictures.
• Help them with any language they may need.
• Say one word aloud and ask pupils to point to it.
Answers: a Cheese, tomato and carrots; b Green beans, potatoes
and carrots; c Strawberries and eggs
2 2.05
• Present the following three times: 9.00 am, 12.00 pm
and 8.00 pm by drawing clocks on the board.
• Say that in the morning we have ‘breakfast’. Point to
the clock showing 9.00.
• Say that at lunchtime or midday we have ‘lunch’. Point
to the clock showing 12.00.
• Say that at the end of the day we have ‘dinner’. Point to
the clock showing 8.00.
• Play track 2.05 and ask pupils to point to the food
mentioned.
• Explain the task.
• Play the track again, stopping at the end of each part.
Have pupils match the corresponding food in each case.
• Play the track again and check the answers.
• Say ‘lunch’ and ask pupils to point to the food specially
prepared for lunch.
• Ask pupils what lunch includes for them to mention the
food for lunch.
• Follow the same procedure with ‘breakfast’ and ‘dinner’.
UNIT 7
Audioscript
1
Henry: Good morning, Uncle Mo!
Uncle Mo: Good morning, Henry! It’s time for breakfast!
Henry: Great! I’m hungry!
Uncle Mo: Do you like strawberries and eggs?
Henry: Yes, I do.
Uncle Mo: Here’s your breakfast.
Henry: Thanks, Uncle Mo!
2
Uncle Mo: It’s one o’clock. Time for lunch!
Henry: Great! I’m hungry! What’s for lunch?
Uncle Mo: Cheese and tomatoes.
Henry: Delicious!
Uncle Mo: Hey, Henry. Do you like carrots?
Henry: Yes, I do!
Uncle Mo: Here you go – cheese, tomatoes and carrots!
Henry: Thanks, Uncle Mo!
3
Uncle Mo: Henry! Time for dinner!
Henry: Great! I’m hungry! What’s for dinner?
Uncle Mo: Green beans, potatoes and carrots.
Henry: Great!
Henry: No, I don’t.
Uncle Mo: OK, no eggplant for you, then. OK! Here you go.
Henry: Thanks, Uncle Mo!
Answers: 1 c; 2 a; 3 b
3
• Draw pupils’ attention to Activity 3 and read question 1
aloud.
• Read aloud the answer with the blank and elicit the
answer from pupils.
• Read the question and answer aloud.
• Follow the same procedure with questions 2 and 3.
Answers: 2 tomato, cheese; 3 green beans, eggs
Project work
Having all meals
• Draw pupils’ attention to the question in the ‘Values’
box. Read the question aloud and elicit answers from
pupils. Help them with any language they may need.
• Divide pupils into groups. Assign each group one of
the meals: breakfast, lunch or dinner. Pupils make
drawings or look for photos of food people usually
have for breakfast, lunch and dinner.
• Have them also make special reference to the food
they usually eat in their country and compare it
with other two countries, eg: the USA and England.
Monitor their work and help them with any language
they may need. Encourage pupils who take risks and
are willing to prepare more complete posters. Finally,
ask each group to show their posters and report back
to the class.
61
UNIT 7

Cooler 1  Jumbled words! • Play the track again, stopping after the first animal.
• Ask which animal may be saying this. Have pupils
• Give out copies of the worksheet (see photocopiable match the food with the animal.
materials, page 133). • Follow the same procedure with the other three
• Have pupils unjumble the words in pairs. Then ask them animals.
to come to the board to write each word. Encourage • Play the track again. This time ask pupils to read what
them to give a sentence with ‘I like…’ or ‘I don’t like…’ each animal is saying.
Answers: peaches; onions; potatoes; carrots; apples • As a round-up, say, ‘So the carrots are for…’ Have
pupils complete the sentence.
Cooler 2  Find the words! • Do the same with the other food.
• Give out copies of the worksheet (see photocopiable Audioscript/Answers
materials, page 133). Rabbit: I don’t like eggs but I like carrots.
• Have pupils find the words inside the snake. Parrot: I don’t like sausages but I like strawberries.
Snake: I like eggs but I don’t like carrots.
• Ask them to compare their answers with their partners.
Dog: I like sausages but I don’t like strawberries.
Answers: apples; onions; strawberries; peaches; eggs; lemons;
carrots Extension
Cooler 3  Create a snake wordsearch! • Ask pupils to choose an animal for themselves. They
have to talk about their likes and dislikes as if they were
• Give out copies of the empty snake (see photocopiable that animal, eg: ‘I’m a rabbit. I like… but I don’t like…’
materials, page 133). • Have pupils talk about different animals.
• Ask pupils to work in groups. They need to prepare a • Ask pupils to choose two animals, to make a drawing
word snake with names of fruit, vegetables and food. of each in their notebooks and to draw a speech bubble
• Monitor and check the work prepared by each group. coming out from their mouths. Ask pupils to write inside
• Have groups swap their word snakes. Then each group the speech bubble ‘I like…’/‘I don’t like…’ for each
tries to solve the one prepared by their friends. animal.
Activity Book, page 60, Activities 1–3
2
• Read aloud the sentence in the Shaper’s speech bubble
Lesson 4 and draw pupils’ attention to the structure of the
Warmer  Find the words! sentence.
• Provide further examples to make the structure clear.
• Give out copies of the worksheet (see photocopiable Then ask pupils to give further examples.
materials, page 134). • Ask pupils to pair up. Have pupils tell each other things
• Have pupils find the words related to food hidden they like and things they do not like. They must find two
in the box. things they have in common.
• When they find a word, they circle it. • Ask them to report back to the class.
• Check the answers together.
Answers: Shape your
S T R A W B E R R I E S grammar!
C L E M O N S Z V B G A
A M D S B A V S V N G P Draw pupils’ attention to the ‘Shape your grammar!’
R C A P E A C H E S S L box. Read the sentence aloud. Ask pupils to choose
R B Q V A B N Z W V E E friends in the class and to draw their faces in their
O N I O N S M A A N M S notebooks. They must draw a speech bubble
T N M Y S I O M T B A E coming out from their mouths. Inside the speech
S W P O T A T O E S W A bubble, they must write the following sentences:
C H E E S E W R R I A N ‘Hello. I’m… (friend’s name). I like… but I don’t
like…’ Then ask pupils to stand up and circulate
1 2.07 around the classroom, showing their work to their
• Ask pupils to open their books at page 64 and to look friends.
at the pictures in Activity 1. Write ‘64’ on the board.
• Ask pupils to describe the food they see and to name
the animals they see. Cooler  Guess which animal I am!
• Invite them to predict the food each animal likes. Pupils • Have a pupil come to the front. Whisper the name of an
give their answers. animal into his/her ear, eg: ‘horse’.
• Play track 2.07 right through. Confirm pupils’ predictions.

62

• Ask the class to guess which animal the pupil at
the front is by asking questions about food likes and
dislikes, eg:
Class: Pupil at the front:
Do you like carrots? Yes, I do.
Do you like meat? No, I don’t.
Do you likes apples? Yes, I do.
I know! You are a… (animal) Right!/Wrong!
Activity Book, page 61, Activities 1 & 2
Lesson 5
Warmer  Memory chain
• Say a sentence that starts with ‘I like…’, eg: ‘I like
eggs.’
• A pupil uses the same beginning but he/she adds
something else, eg: ‘I like eggs and fruit.’
• The next pupil says the same beginning but adds
something else, eg: ‘I like eggs and fruit and cheese.’
• Continue in the same way with all the pupils.
• When one pupil does not remember the string of words,
you need to start the game again. Then you can try
the same game with a different beginning, eg: ‘I don’t
like…’
1 • Ask them to focus on the words for some seconds.
• Ask pupils to open their books at page 65. Write ‘65’
on the board.
• Direct their attention to Activity 1.
• Read question 1 and the options given.
• Ask pupils which the correct answer is. Pupils give
their answers. Clarify any doubts.
• Have pupils circle the correct answer.
• Follow the same procedure with question 2.
• Read the all the questions and the options aloud.
• Give pupils time to do questions 3, 4, 5 and 6 alone.
They work individually.
• Ask pupils to compare their answers with the pupil
sitting next to each other.
• Check the answers together.
Answers: 1 On trees. 2 No. 3 No, I don’t. 4 Juice and eggs.
5 Yes, I do. 6 Carrots and cheese.
2 2.08
• Write ‘ee’ and ‘ea’ on the board. Tell the class that
some of the words in the sentences in Activity 2 take
‘ee’ and others take ‘ea’.
• Let pupils discuss in groups how to complete the
sentences.
• Write them on the board and ask a pupil from one group
to come to the front and complete the first sentence.
• Ask the class for feedback.
• Follow the same procedure with all the other sentences.
• Play track 2.08. Have pupils check their answers.
• Play the track again, stopping at the end of each
sentence. Ask pupils to repeat them.
UNIT 7
Audioscript/Answers
1 Look! A peach tree.
2 I like peaches and cheese.
3 Strawberries are sweet.
3 2.09
• Draw pupils’ attention to the three words in number 1,
in Activity 3.
• Read the options aloud – one by one – very slowly and
carefully.
• Say the words again. This time have pupils repeat after
you.
• Follow the same procedure with the three words in
numbers 2 and 3.
• Play track 2.09 for pupils to check.
• Play the track again. This time have pupils repeat after
each word.
• Correct pronunciation.
Audioscript/Answers
1 cheese sweet The odd one out is ‘Nick’.
2 please free The odd one out is ‘healthy’.
3 seed peach The odd one out is ‘kitchen’.
Cooler Dictation
• Ask pupils to come to the front. Dictate some words to
them, some spelt with ‘ee’ and some with ‘ea’.
• Ask pupils to spell the words out.
Then ask them to close their eyes and erase some of
the letters in the words. Ask pupils to open their eyes
and to give the letters that are missing. If the answer
is correct, they come to the board to complete the
sentence.
Activity Book, page 62, Activities 1–3
Lesson 6
Warmer  Guess what I like eating!
• Draw on the board part of a fruit or vegetable or food
you like very much.
• Tell the class that what you are drawing is one of your
favourite things in life. They will be eager to find out
what their teacher likes.
• Encourage pupils to ask ‘Do you like…?’ questions. You
answer, ‘Yes, I do.’/‘No, I don’t.’
• Add bits to the drawing until the picture is complete.
• Let other pupils come to the front to play the game.
1
• Ask pupils to open their books at page 66 and to look
at the picture in Activity 1. Write ‘66’ on the board.
• Have pupils describe what they see.
• Write the word ‘eggs’ on the board and ask pupils to
say how many eggs they see.
• Write the number ‘6’ before the word ‘eggs’. Then write
the whole sentence: ‘There are six eggs.’
• Have pupils repeat after you.
63
UNIT 7
• Follow the same procedure with the other items in the
picture.
• Ask pupils if the food they see is for breakfast, lunch or
dinner.
• Pupils give their answers. Discuss them with the class.
• Have pupils say which food from the picture they like
and which they don’t.
2 category.
• Ask pupils to look at the letter in Activity 2.
• Read the first two lines aloud. Ask pupils to say any
food you can have for breakfast.
• Read the rest of the letter.
• Give pupils time to discuss in groups the words they
need to complete the letter.
• Have pupils read their versions of the letter aloud.
• Read the whole letter aloud. Draw pupils’ attention to
the sentences ‘I like… and… for breakfast.’ and ‘I don’t
like…’ Pupils read and repeat the sentences.
• Give further examples and elicit other examples from
pupils.
Pen Pal
Draw pupils’ attention to the ‘Pen Pal’ section. Write a
‘!’ on the board. Ask pupils what they think this is.
Explain why and when the exclamation mark is
used. Give examples.
3 Extension
• Ask pupils to draw a table in their notebooks and to
write the heading ‘My breakfast’.
• Ask them to draw what their family usually like for
breakfast.
4 • Write options for categories on the board, eg: ‘colours’,
• Ask pupils to prepare a mini-presentation of their
drawing.
• Write the following framework on the board: ‘This is
my breakfast. I like… for breakfast. I don’t like… for
breakfast.’
Cooler  Crazy breakfast!
• Think of different foods which are not normally eaten
for breakfast.
• Tell pupils that they have to guess what you have for
breakfast. They have five guesses. To guess what you
have for breakfast, they ask questions like ‘Do you
like… for breakfast?’
• If they don’t guess in five questions, help them with
mimicry.
Activity Book, page 63, Activities 1 & 2 and Unit 7 takes shape!
64
Making progress
Warmer  Sort out into categories.
• Give out copies of the worksheet (see photocopiable
materials, page 134).
• Read the different categories aloud. Then draw pupils’
attention to the box below. It contains words for each
• Explain the task: pupils have to write each word in the
corresponding column.
• Read all the words aloud. Set a time limit.
• Divide the class into groups. The first group to sort out
all the words is the winner.
1
• Ask pupils to open their books at page 67 and to look
at Activity 1. Write ‘67’ on the board.
• Read the three words in number 1 aloud.
• Explain the task: tell pupils that one item – the odd one
out – does not belong to the group
• Elicit which one they think is the odd one out. They
answer and draw the one that does not belong to the
group.
• Read the words in numbers 2 and 3 aloud.
• Let pupils work individually.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 eggplant; 2 egg; 3 apples
• Pair up pupils and give each pair a long slip of paper.
• Ask them to write three different words on the slip.
Two of the words must belong to one category. The third
word must belong to another category (the odd one out).
‘fruit’, ‘vegetables’, ‘toys’, ‘school objects’, ‘animals’ etc.
• Play some background music. When the music stops,
one pair must pair up with another pair and exchange
the slips. Each pair should find the odd one out in the
other pair’s slip.
2
• Ask pupils to look at the pictures in Activity 2.
• Tell them to describe what they see – how many boys
and girls they see and what food they see.
• Draw their attention to the sentences to complete
in the speech bubbles.
• Read the first sentence aloud and explain the task.
• Give pupils time to complete the blanks.
• Follow the same procedure with the other two
sentences.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: mangoes, cheese; like potatoes, like chillies; like
tomatoes, I don’t like eggplants
 UNIT 7
3
• Ask pupils to look at the picture in Activity 3.
• Ask them what they see (an empty plate and an empty
glass).
• Draw their attention to the information next to the
picture and read it aloud.
• Explain the task.
• Give pupils time to draw the food on the table.
• Draw a table with an empty plate and an empty glass
on it on the board. Instead of checking orally, ask pupils
to come to the front to draw the food on the table and
the drink in the glass.
• Pupils assess their work by colouring the spots in
‘My progress’.
Extension 1  What do they like?
• Give out copies of the worksheet (see photocopiable
materials, page 134).
• Explain the task: pupils have to write a sentence using
the structure ‘I like…’/‘I don’t like…’ inside each
speech bubble.
Extension 2  The ‘Now we can…’ chart
• Invite pupils to add what they have learnt in this unit to
the ‘Now we can…’ chart they started building in Unit 1.
Cooler  Ball game
• Toss a ball to a pupil and say a sentence about fruit,
vegetables or food in general, eg: ‘Lemons are yellow.’
‘Peaches grow on trees.’ ‘Apples are blue.’
• The pupil has to catch the ball and say, ‘That’s right!’ or
‘No, that’s wrong!’
Activity Book, page 64, Activities 1–3

65
 UNIT 8 My Community
Aims:
In this unit, pupils will:
• learn the names of jobs and professions.
• identify services and helpers.
• ask and answer about professions.
• learn the days of the week.
• read for specific information.
• describe habitual actions.
• talk about somebody’s likes and dislikes.
• review habitual actions in relation with jobs and
professions.
• learn and improve the \´\ sound.
• identify people in a letter.
• complete a profile based on information from a letter.
• revise the use of capital letters.
Grammar:
Questions and answers about jobs and professions:
‘What do you do?’ ‘I’m a chef. I cook.’
‘What does John do?’ ‘He’s a firefighter. He puts out fires.’
Sentences and questions about somebody’s likes and
dislikes: ‘John likes pasta. He doesn’t like vegetables.’
‘Does he like meat?’ ‘Yes, he does.’
Vocabulary:
Jobs
Everyday activities
Days of the week
Extra materials: Lesson 1 – a ball, jobs
flashcards on page 135, slips of paper with jobs or
professions; Lesson 2 – slips of paper with jobs or
professions and sentences related to them, copies of the
‘How many?’ worksheet on page 136; Lesson 3 – copies
of the ‘Find the words!’ worksheet on page 136, slips of
paper with the days of the week, poster paper, magazines;
Lesson 4 – copies of the ‘Jumbled days!’ worksheet
and the Bingo card on page 137; Lesson 5 – slips of
paper with actions related to jobs or professions, slips of
paper with ‘crazy sentences’, cards with words forming
sentences; Lesson 6 – copies of the ‘My mum and my
dad’ worksheet on page 138; Making progress – copies
of the incomplete texts on page 138
Lesson 1
Warmer  Ball games
• Toss a ball to a pupil and say ‘fruit’. The pupil catches
the ball, names a fruit and tosses the ball back to you.
The idea is to review different vocabulary areas, eg:
fruit, vegetables, food, animals, colours, etc.
• You can play a more demanding version of the same game.
Toss the ball to a pupil and say a vocabulary area aloud, eg:
colours. This time pupils must catch the ball and frame a
sentence with the structure ‘I like…/I don’t like…’
66
1 2.11
• Ask pupils to open their books at pages 68 and 69 and to
look at the street scene. Write ‘68’ and ‘69’ on the board.
• Ask pupils to describe what they see (people in the
street, cars, a taxi, etc).
• Help them with any language they may need.
• Display the jobs flashcards (see photocopiable
materials, page 135).
• Point to the taxi driver and say, ‘This is a taxi driver.
She drives a taxi.’ (Mime the action.) Encourage pupils
to repeat the job word.
• Point to the mechanic and say, ‘This is a mechanic.
He fixes cars.’ (Mime the action.) Encourage pupils to
repeat the job word.
• Follow the same procedure with the other jobs and
professions.
• Once you have introduced them all, say one job or
profession aloud and mime a typical action related to
it. Encourage pupils to imitate you and say the job or
profession aloud.
• Play track 2.11 right through. Pupils follow the dialogue
by looking at the picture in their books.
• Play the track again. This time pupils point to the people
being mentioned.
Audioscript
Dad: Come on, Timmy! We need to go to the vet.
Timmy: The vet? What does a vet do?
Dad: A vet helps ill animals. OK. Let’s go!
Timmy: Look at that car. Who’s that man?
Dad: He’s a taxi driver. He drives people around the city.
Timmy: And that woman? What does she do?
Dad: She’s a mechanic. She fixes cars.
Timmy: And that man in black and orange?
Dad: That’s the street cleaner. He cleans the streets.
Timmy: Look up there. What does he do?
Dad: He’s a builder.
Timmy: Look! A firefighter.
Dad: Wait, Timmy! The police officer is stopping the traffic. The fire
engine needs to go quickly.
Timmy: I want to be a firefighter.
Dad: Hurry up, Timmy! The lollipop lady says we can cross the
street. Let’s go!
2 2.12
• Play track 2.12. Stop after each job or profession.
• Have pupils repeat each word.
• Point to one of the flashcards you have displayed on the
board in the previous activity. Have pupils shout the job
or profession.
Audioscript
builder, mechanic, police officer, street cleaner, firefighter, taxi driver,
lollipop lady, vet
3 2.13
• Ask pupils to describe what they see in Activity 3
(a doctor and a dentist).
• Ask pupils if they like going to the doctor or the dentist
for a check-up.
• Help them with any language they may need. Accept
answers in L1.

• Read the Shaper’s question aloud.
• Ask pupils what doctors and dentists do. Help them
with any language they may need.
• Read sentences a and b.
• Play track 2.13 right through and ask pupils to match the
photos with the sentences.
• Play the track again. Have pupils compare their answers
with a partner.
• Check the answers aloud.
Audioscript/Answers
Many people do important things in our community. Doctors are
important because they help ill people. Dentists are important
because they take care of your teeth.
Extension
• Display the flashcards of the different jobs and
professions on the board.
• Say one aloud and pupils mime an action connected
with that job or profession.
• Say another job aloud. This time pupils, in turns, rush to
the board and touch the corresponding flashcard.
• Read the question at the bottom of the page aloud.
• Ask pupils to look at the flashcards on the board again
and to answer the question.
• Pupils point to the flashcards that show the people who
help in their community.
Cooler  A street scene
• Call four or five pupils to the front and give each a slip
of paper. Each slip has a job or profession written on it.
• The idea is that pupils represent a street scene, each
doing an action typical of his/her job or profession.
• The rest of the class looks at the scene and says which
job or profession each has, eg: ‘Nico is a police officer
and Maria is a taxi driver.’ The pupils at the front say,
‘Yes’ or ‘No’.
Activity Book, page 65, Activities 1 & 2
Lesson 2
Warmer  Disappearing words and letters!
• Elicit from pupils jobs, professions and community workers.
• Write the ones they mention on the board or encourage
pupils to come to the board to write them.
• Ask pupils to spell some of them.
• Ask them to close their eyes. While they have their
eyes closed, do one of the following: erase a word
altogether, erase all the word but leave the initial letter,
erase some letters from the word.
• Ask pupils to open their eyes again and elicit from them
what they see that is missing.
• Give them one minute to discuss the answer with a
partner.
1 2.14
• Ask pupils to open their books at page 70 and to look
at the pictures. Write ‘70’ on the board.
UNIT 8
• Ask pupils to describe what they see (children and a man).
Have them say the names of the characters they know.
• Draw their attention to the different actions the father
does. Point to the picture and introduce the language.
• Draw their attention to the title. Provide different
answers to the question.
• Elicit from pupils what the question means and what
answer you give to this question.
• Play track 2.14 right through.
• Tell the class that the father does a lot of things in the
house – he cooks, he cleans, he helps the children with
homework, etc.
• Play the track again and ask pupils to follow in their
books and point to the actions being mentioned.
• Play the track again. Stop at the end of frame 1. Focus
on the question: ‘What do you do, Mr Campbell?’ Refer
to the title.
• Read the answer aloud. Repeat the question and
encourage pupils to answer as if they were Mr Campbell.
• Play frame 2. Draw pupils’ attention to the question. Focus
on the answer. Encourage pupils to repeat the answer.
• Play frame 3. Draw their attention to the sentence and
what Mr Campbell says. Say the sentence again and
encourage chorus repetition.
• Play frame 4. Encourage pupils to repeat Mr Campbell’s
words. Draw their attention to Anna’s comment in the
thought balloon, ‘He is a Superdad.’
• Ask pupils if their dads are ‘superdads’ and if their
mums are ‘supermums’.
• Play the track again. Stop at the end of each frame for
pupils to repeat the words.
2
• Play track 2.14 again.
• Divide the class into groups. Give them time to prepare
the dialogue.
• Monitor, help and encourage them.
• Ask pupils to act out the dialogue in front of the class.
Shape your
grammar!
Read aloud the question and answer in the ‘Shape
your grammar!’ box. Write them on the board and
focus on the structures.
3

• Read the Shaper’s question aloud. Then draw pupils’
attention to the answer.
• Ask pupils to pair up. They read the question and
answer and swap roles.
• Prepare small slips of paper. Write a job or profession
on each.
• Prepare long slips of paper. Write sentences related
to the jobs you have chosen, eg: ‘I’m a doctor. I help ill
people.’ ‘I’m a vet. I help ill animals.’ ‘I’m a taxi driver.
I drive a taxi.’ ‘I’m a bus driver. I drive a bus.’
67
UNIT 8
• Ask pupils to stick the small slips on the board. Then • Ask pupils to close their eyes. Remove one slip of paper
shuffle the long slips. from the board. Ask them to open their eyes and to say
• Ask a pupil to come to the front to pick a long slip. which day is missing.
He/She picks one, reads the information on it and • Ask pupils to look at the pictures in Activity 2. Tell them
places it next to the corresponding job or profession. that all the pictures belong to a song.
• When this matching task is over, ask pupils to do a • Ask pupils if they think the song is about a mum or a dad.
similar mini-exchange as the one in Activity 3 with the • Ask them what the mum usually does. Help them with
language on the board. any language they may need.
• Encourage pairs to show their work to the rest of the class. • Read the song aloud. Confirm pupils’ predictions.
Cooler  How many? 2 2.15
• Give out copies of the worksheet (see photocopiable • Draw pupils’ attention to the fact that the dialogue in
materials, page 136). Lesson 2 was about a Superdad and this song is about a
• Ask pupils to say which jobs and professions they see. Supermum.
• Explain the task: pupils have to find how many police • Ask pupils to look at the pictures again and to tell you
officers, taxi drivers, doctors and firefighters there are in how many jobs the mum does. Ask pupils to show you
the street and write the number above each word. the different jobs by numbering them 1–6.
• Check the answers together. • Play track 2.15 all the way through. Pupils follow the
song in their books and point to the jobs mentioned.
Answers: three police officers; two firefighters; four taxi drivers;
one doctor; two vets 3 2.15
Activity Book, page 66, Activities 1–3 and My Language Bank • Play track 2.15 again. Stop at the end of every line and
encourage pupils to repeat them.
• Play the track again and have pupils sing along and
Lesson 3 mime the actions mentioned.
Warmer  Find the words!
4
• Give out copies of the worksheet (see photocopiable • Read the question and answer inside the boxes in
materials, page 136). Activity 4.
• Have pupils find words related to jobs or professions • Elicit which other job Supermum does, eg: ‘She is a vet.’
hidden in the box. Once they spot a word, they circle it. ‘She is a taxi driver.’ ‘She is a chef.’ ‘She is a teacher.’
• If you wish, invite pupils to write sentences using the • Change the day and ask, ‘It is Monday today. What is
words discovered. Supermum’s job today?’
• Correct orally. • Do the same with the other days of the week.
Answers: • Ask pupils to pair up and to do similar dialogues as the
S W S V B N M O P M K one given in the book.
F I R E F I G H T E R • Encourage some pairs to role-play their dialogues to the
D V B T B T V Q E R T rest of the class.
Q W R T V H Q F A P M
Project work
C V D O C T O R C W Q Being generous
H D F T Y E S F H W T
• Draw pupils’ attention to the message in the ‘Values’
E X C C V B U I E P L
box. Ask pupils what this message means. Help them
F H J K B N M L R O P
with any language they may need. Ask pupils if they
B U I L D E R W K L P
help other people. If they say that they do, ask them
1 how and when.
• Divide the class into groups. Invite pupils to prepare
• Put up on the board slips of paper with the days of the
posters with pictures from magazines showing people
week written on each of them.
helping others, like old people, neighbours, members
• Ask pupils to help you order them. Most probably
of their families and so on. Display the posters in the
they are more familiar with the weekdays than with
classroom.
‘Saturday’ and ‘Sunday’.
• Read the days aloud, one by one. Encourage pupils to
repeat the days after you. Cooler Ranking
• Start saying the days of the week in order and, all of a • Make a list of all the pupils in the class and add two
sudden, stop. Elicit which day comes next. columns: one with the heading ‘The day I like’ and the
• Ask pupils what day it is today. Have pupils point to other with the heading ‘The day I don’t like’.
the day on the board and say it aloud.

68

• Ask pupils to say which day of the week they like and
which one they don’t like. Complete the grid with the
information they give you.
• Make a ranking by reading the results, eg: ‘The
favourite day for this class is… because… (number)
like… (day of the week).’
Extension
• Once the previous task is over, encourage pupils to say
which day they love and which they hate, and to show
their feelings when they give the sentences.
Activity Book, page 67, Activities 1–3
Lesson 4
Warmer  Jumbled days!
• Give out copies of the worksheet (see photocopiable
materials, page 137).
• Give pupils time to unjumble the days and to write each
day of the week on the corresponding lines.
• Check the answers together.
• Ask pupils to come to the board and to write the days of
the week in order.
1
• Ask pupils to open their books at page 72 and to look
at the pictures. Write ‘72’ on the board.
• Write the following words on the board: ‘police officer’,
‘firefighter’, ‘doctor’.
• Ask pupils which they think the text is about (a firefighter).
• Ask pupils what jobs firefighters do. Write some ideas
on the board. Add other actions which are not normally
connected with firefighters, eg: ‘A firefighter directs
the traffic.’ ‘A firefighter stops fires.’ ‘A firefighter helps
people.’ ‘A firefighter cooks.’
• Ask pupils to read aloud only the sentences connected
with firefighters.
2 Ask pupils to focus on the words ‘likes’ and ‘like’. Ask
• Ask pupils to read the first paragraph in silence and
to find if John works on Sunday. Help them with any
language they may not know.
• Tell the class that you will read the second paragraph
aloud and they need to spot what food John usually
eats. Check the answers.
• Read the second paragraph aloud again and clarify any
vocabulary doubts.
• Read the third paragraph aloud and check
comprehension. Clarify any vocabulary doubts. Stop
before the last line and write the following words on
the board: ‘happy’, ‘sad’, ‘tired’, ‘OK’, ‘hungry’.
• Ask pupils how John feels at the end of the day. Tell
them to show you where that information is.
• Ask pupils to read the text again and to say ‘Yes’ or ‘No’
to each sentence.
• Check answers together.
Answers: 1 No. 2 Yes. 3 No. 4 No.
UNIT 8
3
• In order to prepare pupils to be able to talk about John,
write the following information on the board:
John is a firefighter. This is what he does every day and
what he likes. Make suitable sentences.
1 John puts out a vegetables.
2 John works b information to children.
3 John checks c schools.
4 John always eats d fires.
5 John likes e rice and pasta.
6 John doesn’t like f the fire engine.
7 John visits g pasta.
8 John gives h from Tuesday to Saturday.
• Divide the class into groups. Ask pupils to match the
beginnings with the corresponding endings
• Give them enough time to discuss this task in their
groups. Then ask pupils to come to the board to match
one beginning with one ending.
• When this is done, erase some endings. Ask pupils to
provide the words that are missing from each sentence.
• Read the sentence in the Shaper’s speech bubble.
• Erase all the information on the board and encourage
pupils to say what they remember about John.
• Help them with any language they may need and
congratulate them on their effort.
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Read aloud the first question and the answers.
Ask pairs of pupils to read the mini-exchange aloud.
Distribute different jobs or professions and have
pupils work in pairs to give new versions of the
exchanges in the box with the job or profession they
got. Then read aloud the sentences about John’s
likes and dislikes. Write them on the board and
write some other examples about other people.
them what they see in common and what they see
different. Have pupils infer the following rule: when
we talk about another person, we use ‘likes’ in the
affirmative and ‘doesn’t like’ in the negative. Help
pupils organize their ideas. It is important for them
to see by themselves when they need ‘likes’ and
‘like’. Ask pupils to work in pairs, to introduce their
partner and to report to the class what their friend
likes and doesn’t like in relation with food, colours,
animals, etc. Then ask pupils to say what their mums
and dads like and don’t like. Focus on the question:
‘Does he like…?’ Elicit other questions from pupils
and draw their attention to the Yes answer. Practise
the question and the answer with other examples.
• Read question at the bottom of the page aloud. Ask
pupils if they know what to do in case of a fire.
69
UNIT 8
• If they do, help them with any language they may need.
If they do not, ask them to find out for next class and
put off this task for the following day.
Cooler  Bingo time!
• Give out copies of the Bingo card (see photocopiable
materials, page 137).
• Ask pupils to describe what jobs and professions they
see.
• Tell them they have to cross out three pictures.
• Start the game. Every time a picture that comes out is
on their card, they cross it out. The first pupil to cross
out all the pictures shouts ‘Bingo!’ and is the winner.
Activity Book, page 68, Activities 1–3
Lesson 5
Warmer  Guess what my friend likes!
• Ask pupils to pair up. They need to find out what their
partner in the pair likes very much. They should not tell
anyone in the class.
• Ask a pair to come to the front. One pupil mimes what
he/she likes eating very much. The class asks the other
pupil questions in order to find out what the boy/girl
likes, eg: ‘Does (Tom) like pizza?’
• The pupil who is not doing the mimicry answers by
saying, ‘Yes, he does’ or ‘No, he doesn’t’.
1
• Ask pupils to open their books at page 73 and look
at the picture in Activity 1. Write ‘73’ on the board.
• Ask pupils to describe what they see (A woman in a car.
She’s a taxi driver. She drives a taxi.)
• Read sentence 1 aloud. Focus on the options.
• Ask pupils to circle the correct option. Check the
answers together.
• Follow the same procedure with the rest of the
sentences.
Answers: A: does; B: cooks; B: drives; B: from, to
2 2.16
• Ask pupils to look at the words in Activity 2.
• Ask them which letters are missing.
• Tell pupils to complete the words and to read them
aloud.
• Play track 2.16 once and invite pupils to listen and
repeat.
• Correct pronunciation.
Answers: police officer, firefighter, teacher, street cleaner, builder
Extension 1
• Write the jobs and professions in Activity 2 on the
board.
• Ask pupils to spell out the words.
• Erase a couple of letters from each and encourage
pupils to provide the missing letters.
70
• Prepare slips of paper with the following information:
‘fights fires’, ‘fights crime’, ‘cleans the streets’, ‘drives a
taxi’, ‘teaches’.
• Ask pupils to match the jobs and professions with the
corresponding descriptions.
• Read the sentences aloud and draw pupils’ attention to
the relation cleaner–cleans, teacher–teaches, driver–
drives, etc.
Extension 2  Crazy sentences
• Give pupils slips of paper with some ‘crazy sentences’,
eg: ‘A teacher puts out fires.’ ‘A doctor cooks.’ ‘A taxi
driver drives a bus.’ ‘A vet helps sick people.’
• Explain the task: pupils read the sentences aloud,
say, ‘Crazy!’ and provide a correct sentence.
• Check the answers together.
• It is advisable to ask pupils to work in groups of four or
five. They will have fun reading the sentences and the
more doing the task, the more options they will provide
in each case.
• It is important to show them that in some cases more
than one sentence may be correct, eg: ‘A teacher puts
out fires.’ may be corrected as follows: ‘A firefighter
puts out fires.’ or ‘A teacher teaches.’
Let’s have fun!
Ask groups to think of another crazy sentence for
the class. Circulate and help with language. Pupils
read their crazy sentences to the rest of the class.
3 2.17
• Ask pupils to look at the picture in Activity 3.
• Ask them to describe what they see (a firefighter, a
doctor, motorbikes).
• Play track 2.17 twice.
• Have pupils listen and then read the sentence aloud.
Then encourage individual pupils to read the sentence
aloud.
• Correct pronunciation as well as intonation.
Cooler  Physical line-up
• Prepare sentences about the jobs and professions pupils
have seen, eg: ‘A teacher teaches in a school.’ ‘A police
officer figths crime.’ ‘A taxi driver drives a taxi.’ Write
each word in the sentences on a separate card.
• Ask pupils to work in groups of four or five. Give one
set of cards (ie one sentence) per group. Pupils in each
group have to read the words and rearrange them so
that they make a correct sentence.
• Each group comes to the front and the members hold up
the cards with the words above their heads in order so
that the class can read the sentence.
Activity Book, page 69, Activities 1–3

Lesson 6
Warmer  Jumbled words!
• Write the days of the week jumbled up on the board.
• Ask pupils to pair up and to work together to unjumble
the words.
• Ask volunteers to come to the board and rearrange the
letters.
• Encourage pupils to say which days they like and which
ones they do not like. Write this framework on the
board as a reminder: ‘I like… I don’t like…’
• Ask pupils to talk about their parents’ day likes and
dislikes. Write this framework on the board as a
reminder: ‘My dad likes… He doesn’t like…’ ‘My mum
likes… She doesn’t like…’
1 • Pupils snap their fingers while they sing.
• Ask pupils to open their books at page 74 and to look
at the letter. Write ‘74’ on the board.
• Ask pupils who is writing the letter.
• Ask pupils to read the letter in silence and find who
Lisa and Ted are (Lara’s parents).
• Check the answers aloud.
• Read the beginning of the letter aloud. Ask what Lisa’s
profession is (a teacher).
• Ask what school subjects she teaches (history and
maths).
• Read the rest of the letter aloud. Focus on Lara’s father
now. Clarify any language doubts.
2 Warmer  What is missing?
• Draw pupils’ attention to the form in Activity 2.
• Read the headings aloud. Then complete the parts
about Lara’s mum together.
• Give them time to complete the parts about Lara’s dad
alone.
• Check the answers together.
Answers: Mum: Lisa, history and maths, Wednesday, Thursday;
Dad: Ted, police officer, makes their community safe, Monday,
Wednesday, Friday, weekends
Extension
• Give out copies of the ‘My mum and my dad’ worksheet
(see photocopiable materials, page 138).
• Ask pupils to complete the grid with information about
their parents.
• Circulate and help with ideas and language.
• Encourage pupils to compare their tables with a friend.
Also, encourage them to talk about their mums or dads
using the information in the table.
• Write this framework on the board for guidance, eg:
‘My mum’s name is… She is a… She… (actions
connected with her job). She works on… (timetable).’
‘My dad’s name is… He is a… He… (actions
connected with his job). He works on… (timetable).’
• Encourage pupils to make a drawing of their parents at
work and to stick the table under the drawings.
UNIT 8
Pen Pal
Write some sentences on the board without using
capital letters, eg: ‘my mum is a doctor. she works on
monday. my dad is a teacher. he works on wednesday
and friday.’ Ask pupils if they spot any errors. Pupils
discuss in groups and then report back to the class.
The conclusion should be that sentences start with a
capital letter (they already know this rule) and that the
days of the week start with a capital letter too. Draw
their attention to the line in the ‘Pen Pal’ section.
Cooler  Song: Days of the week!
• To the tune of ‘The Addams Family’, teach the song
‘Days of the week’ (see below).
• You can find versions on the Internet and play the video.
Days of the week, (Pupils snap their fingers twice.)
Days of the week, (Pupils snap their fingers twice.)
There’s Monday and there’s Tuesday.
There’s Wednesday and there’s Thursday.
There’s Friday and Saturday and Sunday in a week.
Days of the week, (Pupils snap their fingers twice.)
Days of the week. (Pupils snap their fingers twice.)
Activity Book, page 70, Activities 1 & 2 and Unit 8 takes shape!
Making progress
• Write the beginning of a job or profession on the board.
• Ask pupils to pair up and to complete the job or
profession, eg: ‘doct…’, ‘fire…’, ‘police …’, ‘taxi …’,
‘teac…’.
• Ask pairs to come to the board to complete each word.
• Encourage them to give a sentence about each job or
profession which describes a typical action of this job or
profession.
1
• Ask pupils to open their books at page 75 and to look
at the pictures in Activity 1. Write ‘75’ on the board.
• Ask them to describe what they see.
• Invite them to write the jobs or professions for each
picture.
• Encourage pupils to read their answers aloud.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 street cleaner; 2 builder; 3 teacher; 4 lollipop lady; 5 vet
2
• Ask pupils to describe the pictures they see in Activity 2.
• Have pupils mention the jobs or professions they see.
• Draw pupils’ attention to the sentences next to the
pictures.
• Read the first sentence aloud.
71
UNIT 8
• Ask pupils to match the pictures with the sentences.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 a; 2 b; 3 c; 4 d

3
• Ask pupils to describe what they see in Activity 3.
• Read the words in the box aloud. Also read aloud the
gapped text.
• Explain the task. Point out that there is an extra word.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: doctor, works, likes, builder

Extension 1
• There is an optional task (see photocopiable materials,
page 138), similar to the task presented in Activity 3.
• Pupils have to read the three mini-paragraphs about
different jobs and professions. Each paragraph contains
blanks with possible options in a word bank. The last
one also contains blanks but in this case there are no
options in a box.
Answers: helps, likes, doesn’t; teaches, has, like; cure/help, work

Extension 2  The ‘Now we can…’ chart

• Invite pupils to add what they have learnt in this unit to
the ‘Now we can…’ chart they started building in Unit 1.
Cooler  What do I do?
• Mime an action typically associated with one of the
jobs or professions introduced in this unit, eg: teach,
help ill people, etc.
• Pupils take a guess. You answer ‘Yes, that’s correct.’
or ‘No, that’s not correct.’
• When they guess correctly, elicit which job or
profession is associated with it.
Activity Book, page 71, Activities 1–3

72
 All about Jobs
Warmer  Guess what my job is!
• Cover a pupil with a piece of fabric or a tablecloth.
• Say the chant ‘1, 2, 3. Listen to me! You are a… We all
want to see!’
• Remove the fabric. The pupil should be posing as if he/
she had the job or profession you mentioned. Have the
pupil say, ‘1, 2, 3. Now look at me! I am a… 1, 2, 3!’
• Alternatively, cover the pupil with the fabric and
whisper a job or profession to him/her. Remove the
fabric, the pupil should be posing the job or profession
you told him/her. The rest of the class has to guess
which job or profession it is.
1 or profession and also to complete a card/poster about
• Ask pupils to open their books at page 76. Write ‘76’
on the board.
• Ask them to say the jobs and professions they see in
Activity 1.
• Draw their attention to the words/phrases written
below the photos.
• Help them with any vocabulary they may not know.
• Ask pupils to match the words/phrases with the jobs or
professions.
Answers: 1 helmet; 2 fire engine; 3 knives and forks; 4 tools
2 community helper and the others are people who
• Ask pupils to look at the photo in Activity 2.
• Ask them if they know which profession this is. Say the
word ‘astronaut’, write it on the board and encourage
pupils to repeat it.
• Ask pupils to read the text in silence.
• Read the questions aloud. Give pupils time to discuss
the answers with a partner.
• Read question 1 aloud and ask pupils to raise their
hands to answer it.
• Follow the same procedure with questions 2, 3, 4 and 5.
• For each answer ask pupils to tell you where the
information is in the text.
• When the activity is over, clarify the meaning of some
new words, eg: ‘repair’, ‘satellites’, ‘space shuttle’, etc.
Answers: 1 She is an astronaut. 2 No, she doesn’t. 3 She wears a
space suit (and sometimes a helmet). 4 No, she doesn’t.. 5 Yes, she
does.
3
• Ask pupils to study the chart presented in Activity 3.
• Ask them to read the words in the chart.
• Check to see if pupils understand the nature of this
comparison.
• Divide the class into groups. Give them time to discuss
all the points. Set a time limit.
• Circulate, monitor and help them, and praise their work.
• Elicit from the different groups information to include in
each cell of the chart.
• Draw a similar chart on a big piece of paper and
complete it with pupils’ answers.
REVISION 4
• When the chart is complete, put it up on display and
ask pupils to read some of the information in the chart
aloud.
Possible answers: Astronaut: space, space suit and helmet, space
shuttle, tortillas, rescue satellites, repair telescopes, sleep in
sleeping bag; Firefighter: city, special/fireproof suit and helmet, fire
engine, (any food), fight fires, rescue people and animals in danger
4
• Ask pupils to work in groups. Each group should focus
on a different community helper. (You can prepare slips
of paper with a job or profession written on it and a
member of each group picks one up.)
• They need to find pictures or draw pictures of this job
it including the information required in the instructions:
name of job/profession, place of work, clothes,
transport and routine.
• Each group presents their work to the class. The
message should be that all community helpers are
important in their place of work. They all help people
when needed.
Extension
• Pupils may prepare an interview with the professional
given to the group. One member of the group is the
would like to have some information about his/her
job or profession. These are some sample questions:
‘Where do you work?’ or ‘Do you work in the street/
in a hospital/in a school?’ ‘Do you wear a uniform/a
helmet?’ ‘Do you travel by bus/by car?’
Cooler  Guess my job!
• Whisper a job or profession to a pupil. The rest of the
class has to guess which job or profession it is.
• They can only ask six Yes/No questions. These are
some sample questions: ‘Do you work in the street/in
a hospital/in a school, etc?’ ‘Do you get up early/late?’
‘Do you wear a uniform/a helmet, etc?’
Activity Book, pages 72–74, Activities 1–8
Activity Book, page 75, Going for Starters!
73