During the lesson, learners are progressing toward the following language learning aims:
 shows what activities to take out of a two hour class.
Content / Activities
Sub-theme: Jobs
Can Do Statements

Resources
Lesson Prepared by Vivienne Yu
Can listen attentively to complete a table of information
Stage plan overview:
Introduction
 Assign students into two groups; have students brainstorm a list of as many jobs as they can think of in one minute on a piece of A3
paper. Record all jobs mentioned from their lists on the board and discuss what people do in their jobs.
 Ask students to rate these jobs and have them explain to the class what they are going to be, using last week’s grammar. I am going to
be an actor.
Supporting Tasks
 Read poems from Teacher Resource 1 and follow instructions for the activity.
 Discuss good listening skills – students can complete Activity Sheet 1 – Whole Body Listening. Teacher may use Teacher
Resource 2 poster to introduce what whole-body listening is.
 Complete PB p.18-19 Ex 8 - 12 and AB p.18-19 Ex 8 – 12 to further practise job vocab.
 Play The Broken Telephone from Teacher Resource 3 to practise listening skills.
 Re-Read Mr Brown the Circus Clown (from Teacher Resource 2) and ask questions to check comprehension.
Main Task
 Distribute Activity Sheet 2 – What do they do? to students. Explain to the class that four people will be speaking about their jobs, and
students will have to record and complete the table. Students also will have to figure out these characters’ jobs by the clues given. Play
Extra CD Track 5 once or read out the transcript from Teacher Resource 4.
 Review answers with students when students finish.
Post Task Activities
 Refer to all the jobs mentioned in class, have students imagine they do one of these jobs and write about their normal day at work for
ezine. Students may use Activity Sheet 3 – Future Job to write a paragraph about their imaginary job. Teacher may provide guiding
questions on the board to help students generate the content of the paragraph. For example, what is the job, what is special about this
job, etc.
Lesson Log
 Students complete their Lesson Log and Self-Assessment - Task 8
Extension: Complete Activity Sheet 4 - Jobs.
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Literature
Mr Brown the Circus Clown
by Kenn Nesbitt
Course Book: Kid’s Box 5
Pupil’s Book: pp.18-19
Activity Book: pp.18-19
Teacher’s Book: pp.28-29
CD 1: Track 31-32
Extra CD 5
Teacher’s Resources
1.
2.
3.
4.
Poems
Whole-Body Listening
The Broken Telephone
CD Transcript
Activity Sheets
1.
2.
3.
4.
Whole-Body Listening
What do they do?
Future Job
Jobs
Additional Materials
Self-Assessment
Lesson Log
A3 paper
Teacher Resource 1
Read the following two poems to the class from the book Steady Hands: Poems
About Work by Tracie Vaughn Zimmer. (For this activity, do not read the title of the
poem.)
Poem 1: Before reading the poem, recommend students to close their eyes while
listening to picture what time of the day this poem depicts.
Morning
Rooster nudges
the sun out of bed.
Alarms jangle,
sing, or speak
to restless dreamers.
How showers and fresh coffee
transform zombies
into humans,
while razors, combs,
toothpaste, and brushes
work in two-minute shifts.
Backpacks and briefcases
swallow books
and notes for breakfast.
Engines hum
heels click
and doors thud
behind ambitions.
Poem 2: Have students guess the job of this poem and ask them what keywords
helped them to figure out the job.
Baker
Snowy flour dusts the early
lavender light
in the backroom of the bakery.
With each
flap
roll
flap
the baker’s hands
disappear
and reappear
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in the folds
of dough.
Teacher Resource 2
Teacher shows this picture to class and discuss with students what each body part
needs to do in order to practice good listening skills. During the discussion,
teacher may comment on students who are practicing good listening skills.
After the discussion, students complete Activity Sheet 1.
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Teacher Resource 3
The Broken Telephone, is a game which one person whispers a message to another. The
goal of this game is to have students pass on the message one by one until the last
player announces the message to the entire group.
Part 1:
Depending on the size of the class, teacher may choose to have students sit or stand in
a row, or have students spread out in the classroom (e.g., against the wall, at each
corner of the room). If possible, teacher may divide the class into two teams and see
which team gets the most information closely matching to the original message.
Teacher will start whispering a line from Mr Brown the Circus Clown by Kenn Nesbitt:
Mr. Brown, the circus clown
puts his clothes on upside down.
He wears his hat upon his toes
and socks and shoes upon his nose.
He ties his ties around his thighs
and wraps his belt around his eyes.
He hangs his earrings from his hips
and stockings from his fingertips.
He puts his glasses on his feet
and shirt and coat around his seat.
And when he's dressed, at last he stands
and walks around upon his hands.
Teacher to choose as much / little information from the above poem to serve as the
messages to be passed around.
Part 2:
Regroup students and ask students to share if this game is difficult, and why it can be.
Introduce tips for Active Listening:



Look at the speaker and pay attention to his/her facial expression and
body gesture.
Try to remember some special words (keywords) that you hear.
Think quietly to yourself, and see if you understand what the speaker is
saying. If not, ask questions when the speaker is finished.
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Teacher Resource 4
CD Transcript from Kid’s Box 5 Teacher Resource Pack, needed for today’s main task
(Activity Sheet 2)
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Activity Sheet 1
How do we listen with our whole body? Fill in the correct description
for each body part.
Eyes
Ears
Mouth
Hands
Feet
Body
Brain



No talking, humming or making sound

Faces the speaker

Look at the person talking to you

Quiet in lap, pockets or by your side
Quiet on the floor
Ready to hear
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
Thinking about what is being said.
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Activity Sheet 2
Look at the picture. What job does this man do? When and where does he work? Does he
enjoy his job?
Listen to the people talk about their jobs. Complete the table. What do you think each
person does?
Name
John
When do they
work?
Where do they
work?
Why do they like What do you
their job?
think they do?
At the
weekends
Robert
Emma
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Jane
Activity Sheet 3
What type of job do you want to do in the future? Imagine you are
being interviewed by Kid’s Box ezine and you have to provide a short paragraph to
introduce yourself and your job. Here are some questions that may help you to think of
what to write for your paragraph.



What job?
Why do you want to do this?
What are you good at?
You may refer to Pupil’s Book p.18 Exercise 8 for examples.
(Draw a picture of you.)
______________________ (your name) is a famous ____________________________(job).
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Activity Sheet 4
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Date: ______________________________
Date: ______________________________
Today’s theme:
Today’s theme:
____________________________________________________
____________________________________________________
Today’s literature:
Today’s literature:
____________________________________________________
____________________________________________________
Three things I learned or practised today:

Three things I learned or practised today:
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