A GREAT EMPLOYEE IS … A GREAT EMPLOYEE HAS …
Many jobs require people who can use specifi c think about and fi nd solutions to problems.
UNIT 2 T-20
LESSON 2 TALK ABOUT JOB QUALIFICATIONS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and social media message aloud.
Ask Ss, Who is Mary? (a manager in charge of hiring)
What is Ed going to talk to her about? (the social media job) Do you think he is going to get the job?
1 VOCABULARY
• In small groups, give Ss time to look at and discuss the infographic. Ask them questions to check their understanding, such as, What is the topic of the infographic? (what employers want in an employee) How does it organize this information? (presents what qualities and skills a great employee has)
• Tell Ss to listen to the vocabulary words (the
subheadings in the infographic). Remind them to listen first, and then listen again and repeat. Play the audio.
TEACHING TIP An infographic is a visual presentation of information, usually with images and minimal text.
• Tell Ss, Listen to six candidates talk about their qualities and skills. Circle the word they are describing. Give Ss time to preview the exercise items and review the meaning of the vocabulary words.
• Do number one as a class. Play the audio and pause after the phrase every day. Ask, What quality or skill is this candidate describing? (creative) How do you know? (She said that her design ideas were unique.)
• Play the rest of the audio. Have Ss complete the exercise individually and then compare their answers in pairs.
• To review, call on Ss to read the complete sentences aloud and explain their answers. Encourage them to use reported speech. (For example, She/he said…) EXTENSION Have Ss rank the qualities and skills in order of how important they are in the workplace (1 being the most important, 4 being the least) and share their ranking in small groups. Encourage them to give reasons and real-life examples to support their choices.
• Lead a class brainstorm about different jobs. Ask, Whatare common jobs? Write Ss’ ideas on the board for reference.
• Read the conversation aloud with a higher-level S. In pairs, have Ss discuss which qualities and skills from 1A are necessary for the jobs on the board.
• Remind Ss to explain their answers. To review, say a job and have Ss call out the qualities or skills required for the position.
EXTENSION Ask Ss to evaluate their strengths and weaknesses. Ask, What do you think is your best quality and skill? Which do you need to improve?
Have Ss share in pairs.
2 GRAMMAR
• Read the explanation aloud. Say, Defining relative clauses give essential information to define the person or thing we are talking about. Write the first example on the board with that. Ask, What’s the defining relative clause? (that/
who has worked in social media) Say, The information in the relative clause defines the noun someone.
• Ask, What is the relative pronoun in this sentence?
(that) What are other relative pronouns? (who, which) How are they different? (Who is used for people, which for things, and that for both.)
• Read the other examples in the grammar chart aloud.
Point out that defining relative clauses can go in the subject or the object position.
• Read the Note at the bottom of the grammar chart.
Provide more examples of object relative clauses that omit that, such as I contacted a former co-worker I found on social media.
LANGUAGE NOTE That is used more than which in informal speech.
LANGUAGE NOTE Defining relative clauses can also be placed in the middle of the sentence. For example, The job that I applied for starts next week.
EXTENSION List short descriptions about friends or family on the board. For example,
• Lucas is my uncle.
• He is 55 years old.
• He owns a restaurant.
• The restaurant only serves vegetarian food.
• I ordered his vegetable pasta once.
• It was delicious.
In pairs, ask Ss to combine the sentences with defining relative clauses. Ask them to underline the relative clauses. For example, Lucas is my uncle who is 55 years old. He owns a restaurant that only serves vegetarian food. The vegetable pasta that I ordered once was delicious. Have pairs form groups of four and compare their answers.
EXTENSION Have Ss write 3–5 sentences about friends or family using defining relative clauses and share them in pairs. Encourage Ss to check each other’s work.
UNIT 2 T-21
3 CONVERSATION SKILL
• Ask Ss, How do you ask if someone has time to talk to you? Elicit expressions.
• Read the Conversation Skill aloud. Model the correct pronunciation and intonation of the questions. Have Ss repeat. Elicit additional ideas. (For example, Excuse me, is this a good time to talk?)
• Ask, When do you need to ask someone these questions? (For example, when you need to talk to someone privately or ask for a favor)
• Direct Ss’ attention to 3A. Read the instructions aloud, and ask Ss to listen.
• Play the audio.
LANGUAGE NOTE In this context, moment, minute, and second have the same meaning, with moment being the most formal. It is also common to abbreviate second to sec. For example, Got a sec?
• In pairs, have Ss take turns asking each other if they have time to talk.
• Encourage them to continue the conversation by asking more questions. For example, A: Got a second?
B: Sure. What do you need? A: Can you tell me how to get to the bank?
OPTION Have Ss stand up and walk around the classroom. After some time, say, Stop! and tell Ss to ask the nearest classmate if they have time to talk.
Ask Ss to keep the conversation going by asking for help or a favor until you say Go! and then start walking around again. Repeat the activity.
TEACHING TIP Participate in the activity to identify individual Ss who may need more practice.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Ed and Mary) Where are they? (Mary’s office)
• Give Ss time to preview the exercise items. Ask, What do you think Ed and Mary are talking about? (the job opening)
• Have Ss listen or watch and circle the correct answer. Review. Ask, How do you know this is the correct answer?
• Ask Ss what expression Ed uses to ask Mary if she has time to talk. (Can I talk to you for a minute?)
• Read the questions and answer choices aloud. Clarify the meaning of club. (a group of people who meet to participate in an activity) Ask, What are examples of clubs in college? (academic clubs, political clubs, theater and arts clubs)
• Have Ss listen or watch again and complete the exercise.
• Review answers as a class.
• Direct Ss’ attention to the discussion question in the sidebar. Ask Ss, What is the job Ed wants to apply for?
(a social media specialist) Based on the conversation, do you think he is qualified for the job? Why?
• Have Ss discuss in pairs or small groups. Invite volunteers to share their opinions with the class.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Ask, What defining relative clauses are in the conversation? Elicit answers and list them on the board. (1. I’m looking for; 2. who has excellent communications skills)
• Ask, What noun are these relative clauses describing?
(the candidate) Point out that number one omits the relative pronoun that.
• Have Ss practice the conversation in pairs.
5 TRY IT YOURSELF
• Have volunteers take turns reading the ads aloud.
Ask, What does night shift mean? (the period of time scheduled for late-night work)
• Have Ss complete the exercise individually and then compare their charts in pairs.
• As Ss talk about job qualifications, copy the chart on the board. Have volunteers add their answers to the chart.
• Read the example aloud. Say, What about you? Are you qualified for or interested in any of these jobs?
• Have Ss discuss in pairs. If they aren’t interested in the jobs, ask them to talk about someone who may be.
EXTENSION Have Ss make a new chart with three different professions. Then, ask them to swap charts with a partner and fill in the qualities needed for each job.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to describe employees
✓ using defining relative clauses
✓ asking if someone has the time to talk
EXIT TICKET Say, You are starting your own business and can hire one employee. Ask, What qualities and skills are needed for this job? Have Ss write their names and a short job description on a blank card or piece of paper. Give them time to think of the business, the job, and the job qualifications. Monitor.
Provide help as necessary. Encourage higher-level Ss to write complete sentences and use defining relative clauses. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need more practice.
5 TRY IT YOURSELF
THINK Read the ads.
What qualities do you think are needed for each job?
Restaurant Manager Nurse Game Tester
PAIRS Discuss your ideas. Would you be interested in one of these positions?
Do you know someone who would be interested?
My cousin would be perfect for the restaurant manager job. He’s been managing my uncle’s restaurant part time for a couple of years. He has great leadership skills.
3 CONVERSATION SKILL
02-10 Read the conversation skill. Listen. Notice how the speakers ask if someone has time to talk.
1. Hey, Marlene. Got a second?
2. Excuse me, Paul. Can I talk to you for a minute?
PAIRS Practice using different expressions to ask if your partner has time to talk.
A: Got a second?
B: Sure. What do you need?
A: Do you have a moment?
B: Of course. What can I do for you?
4 CONVERSATION
02-11 Listen or watch. How does Ed feel after talking to Mary?
a. He has less interest in the job.
b. He realizes he’s not qualifi ed for the job.
c. He feels encouraged to apply for the job.
02-12 Listen or watch again. Check (✓) your answers.
1. What qualities and skills does Mary say she is looking for?
creative communication skills leadership skills independent problem-solving skills technical skills 2. What examples does Ed give of his social media experience?
personal use a past job clubs in college
02-13 FOCUS ON LANGUAGE Listen. Complete the conversation.
Ed: So, what kind of candidate are you looking for?
Mary: Well, let’s see. The person is creative.
We want to hear a lot of good, new ideas.
Ed: Of course.
Mary: And obviously we want someone .
Ask if someone has time to talk Use these expressions to begin a conversation when you aren’t sure it’s a convenient time for the other person. Use full sentences in more formal situations.
Can I talk to you for a minute?
Do you have a moment / time to talk?
Got a second?
GAME TESTER RESTAURANT MANAGER NURSE
Manage busy family restaurant with 25 employees. Full time.
Nurse in large hospital. Night shift. Good salary and benefi ts.
Help team with testing of new video games. Part time.
Do you think Ed is qualifi ed for the job? Why or why not?
21 UNIT 2 I CAN TALK ABOUT JOB QUALIFICATIONS.
✓
✓
✓ ✓
✓
✓
I’m looking for
who has excellent communication skills
1 BEFORE YOU LISTEN
In your country, what jobs have been
disappearing in the last 25 years? What new jobs have been created or become more common?
02-14 VOCABULARY Listen. Then listen and repeat.
a bank teller: a cashier who deals with customers at a bank automation: the use of machines, not people, to do a job a programmer: someone who writes programs for computers
a technician: someone whose job involves using special equipment or machines to do something an engineer: someone whose job is to design and build machines, roads, and bridges
an accountant: someone whose job is to keep records of how much money a business or person has received and spent
a landscaper: someone whose job is to arrange where plants will grow an industry: all of the businesses that make or do a particular type of thing manufacturing: the business of using machines to make things
Complete the sentences with words from 1B.
1. My brother is a(n) . He designs car engines. He’s worked in the automotive for 15 years and says things are really changing.
2. The at ABC Corp got fi red for making a huge mistake with the taxes.
3. There are some job listings for the new hospital. They’re looking for an X-ray , and they are also going to hire a(n) to redesign the gardens.
4. There used to be a lot of in this town, but all of the factories have shut down.
5. I heard they’re hiring a(n) to fi x the software so it will work better for our needs.
6. Miranda used to be a(n) , but she got tired of standing at a counter all day.
7. There used to be 200 workers at this factory, but because of , there are 50 now.
PAIRS Tell your partner about someone you know who has or wants one of the jobs in 1B.
Share what you know about the person’s qualities or interests.
My friend Ana is studying to be an engineer. I think she wants to work on planes.
2 GRAMMAR So and therefore
Use so and therefore to make conclusions.
The ATM made running a bank cheaper, so banks opened more branches.
Appliances and phones are cheaper, so people replace those things more often.
The new jobs require a lot of education. Therefore, we’ll see more work for teachers.
Automation has made goods cheaper; therefore, people have more money to spend.
Notes
• Use a comma before so and after therefore.
• You can use a semicolon to join sentences with therefore. The new jobs require a lot of education;therefore, we’ll see more jobs for teachers.
>> FOR PRACTICE, GO TO PAGE 130
LESSON
22 UNIT 2
3
ED MILLER
@EdM
Ever wonder what our jobs will be like 25 years from now?