← Student lesson

Future Jobs and Goals — Teacher Answers

A2 · 50–60 minutes

Learners may choose an imagined job or talk about skills they want to develop. No one needs to have decided on a career. Read the listening script from the teacher answers twice.

1–2. Goals and reading

Gather ideas from the illustration. Read once for the main idea and again for details. Clarify new words through examples.

3. Vocabulary

1–C; 2–F; 3–D; 4–A; 5–E; 6–B. Original sentences vary.

4. Reading comprehension

  1. Something you want to achieve.
  2. She likes making food for other people.
  3. Following instructions or working carefully.
  4. Being a mechanic.
  5. To learn how to work on cars.
  6. Any two: asking questions, working with others or explaining ideas clearly.
  7. Learning five job-related words, practising an introduction or finding out about training.

5. Grammar

1. be; 2. following; 3. learn; 4. solving.

6. Listening and speaking

Read this script twice at a clear, natural pace. Allow learners to read the questions first.

Ben is interested in becoming a teacher. He likes helping people understand new ideas. He is good at explaining things clearly, and he enjoys working with children. He wants to practise speaking to a group because he sometimes feels nervous. This week, he is going to prepare a short talk about his favourite book.

Listening answers: 1. Being a teacher. 2. Explaining things clearly. 3. Speaking to a group.

Speaking responses vary. Look for relevant answers, reasons and turn-taking. Model one response and offer sentence frames as needed.

7. Writing

Check the requested length or number of steps, relevant details, connected ideas and the requested language. Accept other sensible responses.

Possible model: I want to be a chef because I enjoy cooking and I like helping people. I am good at following instructions, but I want to learn how to plan meals for a large group. I also need to practise working quickly and carefully. My next step is to learn five kitchen words in English. Then I want to ask a chef about a normal working day.

8. Something New

1–B; 2–D; 3–A; 4–C. Many jobs also need teamwork, clear communication and problem-solving. Accept sensible connections.

9–10. Reflection and final challenge

Answers vary. Check the response against the final challenge on the student page. Ask learners to explain one choice and identify one improvement.

Suggested timing

Goals and warmer: 5 minutes; reading: 8; vocabulary: 6; comprehension: 7; grammar: 6; listening and speaking: 10; writing: 10; game and reflection: 5. Use the final challenge as an extension or homework.