application job opening
short-term position entry-level job
promotion experience
UNIT 2 T-18
LESSON 1 REPORT WHAT SOMEONE SAID
• Read the lesson title and the social media message aloud. Ask, What does it mean to report something?
Explain that report can mean to give information about something in a news article or broadcast or simply to provide information about something that happened.
• Ask, When did Ed hear some interesting news?
(recently) What interesting news do you think Ed just heard at work?
1 VOCABULARY
• Read the vocabulary title aloud. Ask, What is career advancement? (when you develop or move forward in your profession)
• Say, Listen to the words and phrases that are commonly used to talk about career advancement.
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
• In pairs, ask Ss to take turns reading the terms and definitions aloud. Tell them to share and compare their previous knowledge.
• Say, Complete the sentences with a word or phrase from 1A. Remind them that not all of the terms will be used.
• Have Ss complete the exercise individually and then compare their answers in pairs.
• Read the sentences and have Ss call out the answers. Address any questions Ss still have about the vocabulary.
LANGUAGE NOTE An office worker in a short-term position is often called a temp.
• In pairs, have Ss take turns asking and answering the questions in 1B.
• Encourage Ss to respond based on their personal experiences. Invite volunteers to share their answers with the class.
OPTION Have Ss complete 1C as a mingle activity.
Every 2 minutes, say, New partner! and have Ss talk about career advancement with another classmate.
Lower-level Ss can carry their book with them for reference.
EXTENSION Ask Ss questions to deepen their understanding of the vocabulary. For example, Who has filled out an application? Who has experience in business administration? Who has had an entry-level job? Ask follow-up questions to learn more about the class.
2 GRAMMAR
• Write on the board: 1. “I want to be a lawyer.” 2. She said (that) she wanted to be a lawyer. Read the two statements aloud. Ask, What is the difference between the two? (1. is direct speech, 2. doesn’t quote exact words)
• Ask Ss to look at the grammar chart. Read the first two sentences of the explanation aloud. Ask, Were your guesses correct?
• Read the rest of the explanation aloud. Say, We use different verb tenses in direct and reported speech.
• Bring Ss’ attention back to the examples on the board.
Point out the quotations (“ ”) in number one. Ask, Why do we use quotation marks? (to say or write the exact words someone else has said or written)
• Point out the parentheses () in number two. Say, Parentheses show that the word that is optional. Tell Ss that the meaning is exactly the same whether or not that is used. Explain that we don’t put that in parentheses in writing.
• Say, Number one is direct speech. Number two is reported speech. Ask, How do we change direct speech into reported speech? Elicit ideas from Ss.
Write on the board:
1. remove quotation marks
2. add reporting verb (say, mention, tell…)
3. add that (optional) 4. change the verb tense
• Have Ss look at the grammar chart. Have two volunteers take turns reading aloud the direct and reported speech examples. After each example, ask, How did the verb tense change? (For example, The simple present changed to the simple past.)
• Go over the Note at the bottom of the chart. Provide additional examples, such as She told me that Daylight Savings Time ends this weekend.
LANGUAGE NOTE More examples of reporting verbs are: advise, agree, apologize, ask, decide, encourage, explain, promise, recommend, remind, report, suggest, and warn.
EXTENSION Write on the board: How did you learn English? Have Ss write down three ideas and share them in pairs. Ask Ss to present their partner’s ideas to the class or in small groups using reported speech.
For example, Li Wei told me that he studied flashcards to help learn new words.
UNIT 2 T-19
3 PRONUNCIATION
• Read aloud the pronunciation note about stress in compound adjectives. Write on the board: It’s a part-time job. This job is part time. Ask, What is the compound adjective here? (part time) Point out where the hyphen was dropped.
• Bring Ss’ attention to 3B. Say, Listen to how the compound stress changes in the following examples.
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
• Read the directions aloud. Play the audio.
• Have Ss complete the exercise individually and then compare their answers in pairs.
• Review the answers as a class.
• Play the audio again. Tell Ss to listen again and repeat. Invite volunteers to read the sentences aloud for the class.
EXTENSION Ask Ss, What kind of job do you have or would you like to have? Have Ss discuss in pairs.
Suggest they use language in 3B and 3C.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Ed and Leti) What is their relationship?
(co-workers) What do you think Ed and Leti are talking about? (a job opening at their company)
• Have Ss listen or watch. Ask, Were your predictions correct?
• Tell Ss to listen or watch again, and write short answers.
Give them time to preview the questions.
• Play the audio or video again. Have Ss take notes as they listen and then compare their answers in pairs.
Replay the conversation if appropriate.
• Lead a class discussion of the answers. Ask follow-up questions to elicit more information.
EXTENSION Write on the board: You can’t succeed if you don’t try. Ask Ss if they agree or disagree with the statement, and why.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation. Replay the conversation if appropriate.
Review answers.
• In pairs, have Ss practice the conversation, then swap roles and practice again.
• Direct Ss’ attention to the Discuss sidebar. Read the questions aloud. In small groups, have Ss share what they think about Pam’s decision to go to law school, and why. Invite volunteers to share their opinions with the class.
5 TRY IT YOURSELF
• Copy the chart on the board. Model note-taking as you share a job description that someone told you about.
Say, My mother told me she’d had a short-term position as a server on a cruise ship. She saw the job opening in the newspaper. She loved it and got to travel the world.
• Ask Ss, What is a job someone has told you about?
Give Ss time to complete the chart.
• Monitor. Provide help with vocabulary and spelling as necessary.
• Arrange Ss in same-level pairs. Have them summarize the information in their charts. Remind them to use the conversation from 4C as a model.
• Remind Ss to use reported speech and ask follow-up questions to get more information.
TEACHING TIP Give lower-level Ss time to write out their summary before sharing.
• Ask Ss, What kinds of jobs did you discuss? Write Ss’
answers on the board.
• Invite volunteers to share any unusual job experiences with the class. Take a class poll on how many people said they liked their jobs.
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 talk about career advancement
✓ using reported speech
✓ using stress in compound adjectives
EXIT TICKET Write on the board: What is your dream job? On a blank card or piece of paper, have Ss write their names and the job they would like. Ask them to swap cards with a classmate and read their partner’s information. Give them time to ask clarification questions if necessary. As Ss leave, ask, What is your partner’s dream job? Remind Ss to respond in reported speech. For example, Abdullah told me that he was already working in his dream job. He’s a personal trainer. Listen to Ss’ answers and take notes on areas for review and extra practice in later lessons.
5 TRY IT YOURSELF
THINK Think about a job experience that someone told you about. Take notes in the chart.
Job description How the person got the job Did the person like the job?
PAIRS Share the information in your chart. Report what the person said about his or her job.
My mother told me she’d had a short-term position as a server on a cruise ship …
REPORT Tell the class about the jobs you discussed. Who had the most unusual job experience? How many people said they liked their jobs?