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1 VOCABULARY Work activities
01-13 Listen. Then listen and repeat.
Circle the correct phrase.
1. A chef cooks food / travels for work in a restaurant.
2. Nurses help people / serve customers every day.
3. Lin is a market researcher. She orders supplies for / writes reports about products.
PAIRS Talk about jobs you know well. Describe the jobs with the phrases in 1A.
A: How about hotel managers? B: They do a lot of things! They supervise workers and…
2 GRAMMAR Simple present, yes / no and wh- questions: Review
Yes / No questions Short answers
Do Subject Base form
of verb Yes Subject do No Subject do not
Do you
work at night? Yes, I do.
No, I don’t.
Does she she does. she doesn’t.
Wh- questions Answers
Wh- word do / does Subject Base form of verb
What do you do? I’m a teacher.
Where they work? In a hotel.
What does she do at work? She serves customers.
Why Zac study marketing? Because he likes it.
>> FOR PRACTICE, GO TO PAGE 127
COACH
supervise workers cook food
make presentations
travel for work
order supplies help people
serve customers
meet new people
write reports answer phones
LESSON
10 UNIT 1
3
SIMON HARRIS
@SimonH
What a long day! Great to meet everyone, but now I need some coffee …
TALK ABOUT WHAT PEOPLE DO AT WORK
UNIT 1 T-10
LESSON 3 TALK ABOUT WHAT PEOPLE DO AT WORK
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the title of the lesson. Ask, What kinds of things do people do at work? See how many activities Ss can think of.
• Read the social media message aloud. Ask, Why does Simon need coffee? (He had a long day at work.) Do you ever feel the way Simon does after work?
1 VOCABULARY
• Before you present the vocabulary, have Ss turn back to the jobs vocabulary on page 6. Ask, What does a pilot do? (For example, She works on an airplane. She flies an airplane.)
• Turn back to the pictures of work activities on page 10.
Say, These are some work activities that people do. Ask, Does a pilot do any of these? (yes—travels for work, meets new people)
• Play the audio and have Ss follow along.
• Ask a few follow-up questions to make sure Ss understand all the terms. For example, point to the picture for supervise workers. Ask, Who is the boss in this picture? (the woman) What is she doing?
(She’s telling the men what to do.) Focus on the picture for make presentations. Ask, Who is making a presentation? (the woman in the blue shirt) What is she doing? (She’s telling people about a business.)
• Have Ss listen again and repeat.
• Have Ss read the sentences and circle the correct phrases. Tell them to look at the pictures in 1A if appropriate.
• Go over the answers as a class.
• Tell Ss they will talk about jobs they know well using the phrases in 1A.
• Ask two Ss to read the example conversation aloud.
• In pairs, have Ss discuss several different jobs. Then call on pairs to share their conversations with the class.
OPTION In pairs, have Ss list other work activities they are familiar with. Make a list of phrases on the board and encourage Ss to add new phrases to their textbooks or notebooks.
2 GRAMMAR
• Books closed. To review simple present questions, write, Do you work at night? on the board. Say, This is my answer to this question. Then write Yes, I do. or No, I don’t. on the board, depending on if your class is during the day or at night. Leave the words on the board to refer to later.
• Books open. Draw Ss’ attention to the yes / no questions and short answers in the grammar chart.
Then go around the room and ask each S the question, Do you work at night?
• After everyone answers the question, quiz Ss to see if they remember what their classmates said. Point to a female S and ask, Does she work at night? Elicit answers. (Yes, she does. or No, she doesn’t.)
• Focus on the second part of the grammar chart on information questions and answers. Point to the
examples and read them aloud. Say, Look at the word order for information questions. The wh- word comes first, then do / does, then the subject of the question, and then the base form of the verb. Also point out that we can answer these questions with long answers (for example, I work in a hotel) or short answers (in a hotel).
• Go around the room and ask each S the question, Where do you study English? Elicit answers. (For example, at school, at home, in the library)
EXTENSION Pair Ss and ask them to interview each other using the questions in the grammar chart. Have them take notes and then introduce their partner to the class using the information they have learned.
• For grammar practice, have Ss turn to the grammar activities on page 127.
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5 TRY IT YOURSELF
MAKE IT PERSONAL Ask your partner about his or her job or the job of someone he or she knows. Use the verbs in 1A or your own verbs.
WALK AROUND Ask three other classmates questions about their jobs.
3 PRONUNCIATION
01-15 Listen. Notice the sound of the -s / -es ending.
Then listen and repeat.
/s/ /z/ /ɪz/
works helps
serves travels
supervises teaches
01-16 Listen. Write each verb in the correct column in 3A. Then listen and repeat.
1. answers 2. writes 3. uses 4. fixes 5. makes 6. drives PAIRS Write three sentences about someone you know. Use three words from 3A or 3B.
4 CONVERSATION
01-17 Listen or watch. Circle all the correct answers. Some questions have more than one answer.
1. Simon travels / cooks / meets new people for work.
2. Zoey cooks food / helps the chef / studies at work.
3. Zoey studies marketing so she can be a chef / market researcher / marketing student.
01-18 Listen or watch. Complete the conversation.
Simon: What you ?
Zoey: I’m an assistant chef. I help the chef. And sometimes I order supplies.
Simon: you it?
Zoey: .
01-19 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
a market researcher write reports make presentations
COACH
CONVERSATION SKILL Greet someone To start a conversation, ask:
• How’s it going?
• How are you?
• What’s up? Listen to or watch the video again. Raise your hand when you hear someone greet someone.
Simple present -s ending
We pronounce the -s / -es ending as an extra syllable /ɪz/ after the sounds /s/, /z/, /ʃ/, /ʧ/, and /ʤ/ (spelled -s, -ce, -x, -z, -sh, -ch, -ge). After other sounds, we say the -s ending as the sound /s/ or /z/ and do not add a syllable.
UNIT 1 11 I CAN TALK ABOUT WHAT PEOPLE DO AT WORK.
UNIT 1 T-11
3 PRONUNCIATION
• Read the Simple present -s ending Note aloud. Explain that saying the -s sound correctly at the end of simple present verbs is very important for good English pronunciation.
• Draw attention to the three-column chart. Tell Ss that these are the three possible ways to pronounce the -s ending. Point out that the heads in the chart use the phonetic alphabet. Say, This is an alphabet that shows the way words sound. Model the sounds in each head for Ss, emphasizing that the /s/ sound is voiceless, the /z/ and /ɪz/ sounds are voiced, and the /ɪz/ sound adds an extra syllable.
• Have Ss listen to the words in the chart. Have Ss listen and repeat.
• Before they listen, have Ss skim the exercise items.
• Have Ss listen and write each word in the correct column in 3A. Play the audio again if appropriate.
• Go over the answers as a class. Then listen and repeat.
EXTENSION Play a game. Divide the class into small groups. Ask groups to write down as many words as they can for each category of -s ending. Encourage them to write words that include all the sounds listed in the pronunciation box. Give Ss a few minutes to do this. The team with the most correct new words per category wins. Write all the answers on the board so Ss can add new vocabulary to their books.
• Have Ss write sentences individually. Then have Ss read their sentences aloud to their partners.
• Circulate and check that Ss are pronouncing the simple present -s endings correctly.
4 CONVERSATION
• Focus on the video still. Ask, Who is in the picture?
(Simon and Zoey) Then ask, What are Simon and Zoey doing? (drinking coffee, taking a break)
• Ask Ss to preview the exercise items to get an idea of the conversation.
• Books open. Remind Ss that some items have more than one correct answer. Then have them listen and complete the exercise individually.
• Go over the answers as a class.
• Focus on the Conversation Skill box on the right. Read it aloud. Books closed, have Ss listen or watch the video again. Have Ss raise their hands every time they hear a greeting.
• Ask Ss to preview the conversation and predict ways the gaps might be filled.
• Have them listen and fill in the gaps with the words they hear.
• Call on two Ss to read the completed conversation. Go over any questions.
• Focus on the content of the conversation. Ask, Which question is an information question? (the first one) Which is a yes / no question? (the second one)
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation in 4B.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues. Time permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new conversations using the new words. They should replace the highlighted words in the model with the words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the highlighted words with their own ideas.
5 TRY IT YOURSELF
• As Ss talk about their jobs, encourage them to use the conversation in 4B as a model.
OPTION For lower-level Ss, before starting the activity, make a list of possible jobs and work activities on the board for Ss to refer to.
• Have Ss walk around the room and interview other classmates.
TEACHING TIP When you conduct conversation- based activities in class, encourage Ss to talk to new classmates that they haven’t been paired with before.
It is helpful for Ss to be exposed to different people with their different ways of speaking English.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using simple present yes / no and information questions
✓ using correct grammar to answer affirmatively and negatively
✓ using work activity vocabulary
✓ pronouncing the simple present -s ending correctly
✓ greeting each other
EXIT TICKET Write on the board: What do you do?
Where do you work? Have Ss write answers to these questions on a blank card or piece of paper. Collect cards as Ss leave. Read the cards to identify areas for review in later lessons and to identify individual Ss who may need additional practice with the simple present.
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5 TRY IT YOURSELF
MAKE IT PERSONAL Ask your partner about his or her job or the job of someone he or she knows. Use the verbs in 1A or your own verbs.
WALK AROUND Ask three other classmates questions about their jobs.
3 PRONUNCIATION
01-15 Listen. Notice the sound of the -s / -es ending.
Then listen and repeat.
/s/ /z/ /ɪz/
works helps
serves travels
supervises teaches
01-16 Listen. Write each verb in the correct column in 3A. Then listen and repeat.
1. answers 2. writes 3. uses 4. fixes 5. makes 6. drives PAIRS Write three sentences about someone you know. Use three words from 3A or 3B.
4 CONVERSATION
01-17 Listen or watch. Circle all the correct answers. Some questions have more than one answer.
1. Simon travels / cooks / meets new people for work.
2. Zoey cooks food / helps the chef / studies at work.
3. Zoey studies marketing so she can be a chef / market researcher / marketing student.
01-18 Listen or watch. Complete the conversation.
Simon: What you ?
Zoey: I’m an assistant chef. I help the chef. And sometimes I order supplies.
Simon: you it?
Zoey: .
01-19 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
a market researcher write reports make presentations
COACH
CONVERSATION SKILL Greet someone To start a conversation, ask:
• How’s it going?
• How are you?
• What’s up?
Listen to or watch the video again. Raise your hand when you hear someone greet someone.
Simple present -s ending
We pronounce the -s / -es ending as an extra syllable /ɪz/ after the sounds /s/, /z/, /ʃ/, /ʧ/, and /ʤ/ (spelled -s, -ce, -x, -z, -sh, -ch, -ge). After other sounds, we say the -s ending as the sound /s/
or /z/ and do not add a syllable.
UNIT 1 11 I CAN TALK ABOUT WHAT PEOPLE DO AT WORK.
answers drives writes
makes
uses fixes
do
Do Yes, I do
do
like
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