art, business, construction, design, engineering, farming, fashion, information technology, law, literature, the media, medicine, science, sport, travel and tourism
■ Read through the Key Words with the students and give them time to check the meaning in the Mini-dictionary.
■ Look at the example jobs related to art. Elicit three or four jobs related to another career area, e.g. business (businessperson, personal assistant, secretary, manager, accountant).
■ In pairs, students have two minutes to write down as many jobs as they can think of related to the career areas.
■ Check spelling and pronunciation when checking students' answers. Teach any new words that students ask for.
■ Ask one of the students to read aloud the example sentences.
■ Students think about their own personality and choose a job they might be good at. Point out that this need not be the job they are thinking of doing, but one that 'might' suit them. Give students time to rehearse what to say.
■ Students then tell the class what job might suit their personality.
■ Students do the exercise working individually. They can refer to the Mini-dictionary to check the difference in meaning and use between the words.
■ Check students' answers by asking individuals to read the sentences aloud. If you wish, ask students to translate the sentences into their LI and see which words they use for career, job, profession and work.
1 job 2 work 3 professions 4 career
See information in Background above.
ч, Exerase 2
■ Read through the jobs with the class and check that students understand them.
■ Play the recording once for students to identify the jobs.
1 hotel receptionist 2 shop assistant 3 travel agent 4 doctor 5 plumber
Hmk z29 Odd Jobs
■ To practise talking about illustrations.
■ To read and understand a magazine article.
■ To practise using reading strategies for matching headings and paragraphs.
■ To identify idiomatic expressions.
■ To practise using collocations.
■ To practise using expressions with do and make.
я To ask and answer yes/no questions to guess a job. Routes through the material >■ Short of time: give some of the exercises for homework, e.g. Exercises 2, 5 and 8.
»■ Plenty of time: do the Options.
>- 2 classes for this lesson: break after Exercise 5.
Before you start Exercise 1
■ Students look at the illustrations and discuss what jobs they think the people are doing. Tell students they probably do not know the name of each job but can describe what the person does.
■ Students work individually, reading the text quickly to check their guesses about the jobs.
1 chewing gum remover 2 passenger pusher 3 shop assistant at Harrods 1898 4 'grachtenvissers' in Amsterdam
■ Read through the Strategies with the class. Read aloud the first paragraph and point out that the topic is given in the last sentence of this paragraph. Remind students that the topic is often given in the first sentence of a paragraph.
■ Give students time to look at Lesson 17 page 59 and to read again the strategies for dealing with idiomatic expressions. Students work individually or in pairs, using the Strategies from Lesson 17 to match the headings with the explanations.
Id 2 g 3a 4e 5c 6h 7b 8i 9f
■ Students discuss which of the headings are idiomatic expressions. Ask students if there are similar expressions in their LI.
Musical Chairs, Sticky Situations, Spoilt for Choice, Pushy People
■ Do the first one or two paragraphs with the class, if you wish. Students then work individually, matching the headings (1-9) with the paragraphs (A-H). Students can compare answers in pairs before checking answers as a class.
■ When checking answers, ask students to refer to the text to support their answers.
A 5 B1 С 7 02 E 8 F9 G3 H6
■ Students work individually, reading the text and answering the questions.
■ Check answers by asking pairs of students to ask and answer the questions.
1 To push people into trains in the rush hour so the doors close properly. 2 Because people dropped it on the floor of the station and it was very sticky. 3 Because people were scared to use it. 4 Because people living in the village made complaints about the smell. 5 Because she had charm/Because she found more than 500 deserters and was paid $50 for each deserter.
■ Use the text for word-formation study. Ask students to find the nouns from some or all of these verbs: Para. A: 1 advise (adviser) 2 exist (existence) Para. C: 3 employ (employer) Para. D: 4 create (creation) 5 invent (invention) 6 manage (management) 7 remove (remover) Para. E: 8 inspire (inspiration) 9 instruct (instructions)
Para. F 10 complain (complaints) 11 specialise (specialisation) Para. G 12 flirt (flirtation) я Elicit sentences using some of the verbs and nouns.
■ Read aloud the instructions. Check that students understand the different meanings of the phrase odd jobs. Elicit more suggestions of casual work or doing odd jobs for other people, e.g. gardening, shopping, walking a dog. Point out that in a sentence such as I'm prepared to do the odd job around the house but not all the housework, the meaning is 'occasional or one-off job'.
■ Students tell the class what odd jobs they have done, giving examples of bits of casual work and, if appropriate, strange jobs. Encourage students to say something about what they did, e.g. how much they were paid, where or when they did it, if they enjoyed it.
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