Students look back through the unit, think about what they’ve studied and decide how well they did. Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice.
* UNIT OBJECTIVES
A t t h e e n d o f t h i s u n i t , s t u d e n t s w i l l b e a b l e t o :
■ u n d e r s t a n d t e x t s a n d c o n v e r s a t i o n s a b o u t i n t e r v i e w s , w o r k s k il l s a n d t e c h n o l o g y
■ t a l k a b o u t j o b i n t e r v i e w s , w o r k a n d t r a i n i n g
■ t a l k a b o u t t h e u s e o f m o d e r n t e c h n o l o g y , p a r t i c u l a r l y a p p s
■ t a l k a b o u t e x p e r i e n c e s a n d p a s t a c t i v i t i e s
■ u s e a p p r o p r i a t e p h r a s e s t o m a k e a n d r e s p o n d t o s u g g e s t io n s
■ w r i t e a n e m a i l g i v i n g n e w s
UNIT CONTENTS
(g GRAMMAR
■ Present perfect simple and past simple
■ Present perfect simple and present perfect continuous
<v VOCABULARY
■ Work: a p p ly for, business contacts, candidate, career, CV, employee, employer, grades, in charge of, knowledge, practical skills, problem -solving skills, team
■ Technology: app, browse, browser, button, click on, connect to, delete, device, download, icon, install, password, press send, share, text message, turn on, turn off, upload, username
■ Wordpower: look + adjective, look after, look around, look at, look for, look forward to, look out, look something up
<p PRONUNCIATION
■ Present perfect and past simple: I ’ve w orked/ I worked
■ Sentence stress: main verb / auxiliary verb
■ Sentence stress
<c COMMUNICATION SKILLS
■ Talking about experiences of work and training
■ Talking about technology
■ Using appropriate phrases for making and responding to suggestions
■ Sounding sympathetic or pleased
■ Writing an email giving news
GETTING STARTED
a (a)]123 Tell students to look at the photo and the title of the unit and ask them where they think the woman is.
E licit students’ ideas, then play the recording for them to listen and check.
A nsw ers and aud ioscript
I’ve just started a new job, and the best thing about it is the office building. It’s really modern - bright and colourful. W e all work in the sam e room in the main part of the building, but they’ve created a lot of sm all spaces for us to go and think by ourselves. I really like being able to go and read quietly when I need to.
CULTURE NOTE
The photograph shows a woman sitting in an integrated lounge area inside the wall of a modern office. There has been a big move away from traditional, small, isolated office spaces in recent years to create relaxing and inspirational work environments that encourage productivity and creativity. One film company equipped their offices with table-tennis tables and encouraged their employees to travel around the buildings on roller blades. Other companies have slides for employees to get from floor to floor, and even floors made of whiteboards where people can write their ideas. In another company, workers can use bicycles to move round the building, bring their dogs to work, and play a piano.
b Q l> Put students into pairs to discuss the questions, then nominate a few pairs to share their answers as a class.
9 OPTIONAL LEAD-IN
Books closed. Put students into pairs. Ask them to think of a place they have worked in. If they haven’t worked yet, this could be a school/college room or home office. They should tell their partner about their workplace and find out as many differences as they can between the two places.
Elicit from the class what topics they could discuss, e.g. size, equipment, number of people, atmosphere, facilities, etc.
Take feedback as a class and ask for any differences they discovered. Find out which student has worked in the most modern or most traditional workplace.
9 EXTRA ACTIVITY
In pairs or small groups, students design an ‘extreme’ working environment that we might see in the future. They should imagine that they have no money limit. They should think about fun aspects as well as functional ones. Ask for ideas and descriptions during feedback and ask the class to vote on the best design.
They’ve just
offered me the job
• understand a text about job in te rview experiences
• use a lex ical set of work-related w ords correctly
• use the present perfect sim ple and past sim ple to talk about experiences or past events
• understand a discussion in w h ich people ta lk about w h at em ployers w ant from jo b candidates
• ta lk about w o rk and train in g experiences At the end of this lesson, students w ill be able to:
9 OPTIONAL LEAD-IN
Books closed. Put students into small groups and give them a few minutes to think of 4-6 questions that people are often asked at job interviews. Monitor and help as necessary.
Possible questions could include the following:
- Why do you want this jo b ? - Why did you leave yo u r iast job?
- What are yo u r best points?
- What are yo u r weak points?
- What did you do in yo u r last job?
- Have you ever made a mistake at work? How did you sort it out?
Ask: Which questions do you think are the easiest/most difficult to answer? Why? Discuss the question as a class.
]|R E A D IN G
a Q fc Tell students to look at the photo. Ask: What’s happening? How do you think the people are feeling? Tell students to look at the title of the article: Not the best interview I’ve ever had! Ask: Do you think the article will be serious or funny? Why?
Put students into pairs or small groups to discuss the questions. Check answers as a class. If any students do have ‘bad interview ’ experiences, ask one or two to be shared w ith the whole class.
b Give students two minutes to read the job interview stories and see who got the job. Check answers as a class.
I A nsw erEllie and Laura got the job, but Andy and Dan didn't.
С Give students a few minutes to read the article again and match stories a-d w ith the headings. They then check in pairs. Take feedback as a class.
I A nsw ers
1 a 2 c 3 d 4 b
d Q ® Put students into pairs to discuss the questions.
Point out that they should only share stories they feel comfortable talking about.
9 EXTRA ACTIVITY
Write the following questions on the board:
- Have you ever done something wrong because you didn’t understand an instruction correctly?
- Have you ever phoned someone a t a bad time?
- Have you ever sent a message or em ail to the wrong person?
- Have you ever said that you could do something, but actually you couldn’t?
Put students into small groups to discuss the questions.
Q VOCABULARY W o r k
a Put students into pairs to look at the photos and match them with the sentences. Take feedback as a class.
I A nsw ers
1 f 2 b 3 e 4 a 5 d 6 c
VOCABULARY SUPPORT
practical (B2) - relating to experience, real situations, or actions, rather than ideas or imagination
b Individually, students match the vocabulary from 2a w ith the meanings, then check answers in pairs. Take feedback as a whole class by reading out the meanings and getting the students to say the words. Make sure they can pronounce the words correctly. Draw students’
attention to the /1/ sound in knowledge /'nolidj/ and business /'biznis/ and the different stress patterns in employer and employee.
A nsw ers
1 career 2 business contacts 3 applied for 4 employees 5 grades 6 knowledge 7 candidates 8 in charge of 9 em ployers 10 CV
c Q # Pre-teach problem-solving (the process of finding solutions to problems) and attitude (a feeling or opinion about something or someone). Individually, students read through the list and make their choices. Put students in pairs to discuss their choices. Then, put them into pairs with other pairs to form bigger groups and discuss their ideas.
Take feedback as a class. Ask: Which four qualities are most important? Students may say: It depends on the job.
If so, ask what two or three things managers would probably look for in people applying for each of these jobs: nurse, website designer, salesperson, taxi driver, secretary.
^ G R A M M A R P r e s e n t p e r f e c t s im p le a n d p a s t s im p le
a Individually, students answer the question. Take feedback as a class.
A nsw ers
1 present perfect 2 present perfect 3 past simple 4 present perfect
b Individually, students complete the rules. Take feedback as a class.
I A nsw ers
1 present perfect 2 present perfect 3 past simple
& CAREFUL!
Students are likely to have difficulties choosing between the present perfect and past simple, e.g. I already ate (Correct form = I ’ve already eaten ...), and He’s seen the photos y esterday (Correct form = He s a w...). Students may also use the present simple instead of the present perfect, e.g. I live here since 1995 (Correct form = I ’ve liv e d ...).
Another problem with the past simple is making an incorrect verb choice. Typical confusions include: came/went, said/
told, felt/fell, made/did and got/went, e.g. He felt in the river (Correct form = He f e l l...). Also, students at this level
commonly make spelling errors with past forms, e.g. bougth, choosen, cryed, complaint, happend, heared, payed, teached (Correct forms = bought, chose, cried, complained, happened, heard, paid, taught).
Pronunciation Give students time to read the task.
Play the recording. Take feedback as a class.
A nsw ers 1 b 2 a
Put students into pairs to practise saying the four sentences in 3c.
Ilo a tip
t Ilo a tip d rillin g
Use this prompt drill to give students some controlled practice of saying present perfect simple and past simple sentences. Demonstrate how the drill works by saying the prompts apply for a jo b and ju s t and asking students to repeat. Then say the full sentence: I ’ve ju s t applied for a job.
Ask students to repeat. Next, just say the prompts and ask students to respond with a full sentence.
apply for a jo b / ju s t ^ I ’ve ju s t applied for a job.
never ^ I ’ve never applied for a job.
two weeks ago 1 applied for a jo b two weeks ago.
write m y CV / ju s t ^ I ’ve ju s t written m y CV.
three times ^ I ’ve written m y CV three times.
last week ^ I wrote m y CV last week.
have an interview / never ^ I ’ve never had an interview.
ju s t ^ I ’ve ju s t had an interview.
yesterday ^ I had an interview yesterday.
Repeat the prompt drill two or three times until students can produce the target sentences confidently.
^ f i u .26-i.28 Students read the information in Grammar Focus 2A on SB p.134. Play the recording where indicated and ask students to listen and repeat.
Students then complete the exercises. Check answers as a class, making sure students choose correctly between the past simple and the present perfect simple. Tell students to go back to SB p.21.
A n sw ers (Gram mar F ocus 2A SB p .1 3 5 )
a 2 haven’t been didn’t go 3 I’ve done it yet I've already done it 4 hasn’t never has never 5 I’ve been I was 6 She’s told She told 7 I’ve started I startec
b 2 haven’t read 3 ’ve/have had 4 ’ve/have never worked 5 ’ve/have worked 6 ’ve/have done 7 worked 8 was 9 has changed 10 told 11 was 12 applied 13 ’ve/have just emailed 14 Have you accepted
c
d
e
9 EXTRA ACTIVITY
Write these present perfect simple statements on the board:
1 Look what I ’ve ju s t bought!
2 I ’ve ju s t had a jo b interview.
3 I ’ve lost m y phone!
4 I ’ve ju s t installed a rea lly good new app.
Put students into pairs and give them a couple of minutes to think of follow-up questions to each statement. Take feedback as a class and write any good questions on the board (e.g. 1 How much was it? Where did you get it? 2 How did it go? What did they ask? 3 Where did you have it last? 4 What does it do? Did you have to pay for it?) Put students into pairs. Tell them to choose one or two of the ideas on the board and develop them into longer conversations. Nominate a few pairs to act out their conversations for the class.
f Individually, students complete the sentences. Take feedback as a class.
A nsw ers
1 ’ve/have never had 2 forgot 3 ’ve/have been, was 4 got 5 ’ve/have studied 6 ’ve/have always been
7 ’ve/have already worked 8 knew
g Q i Give students a few minutes to think about which sentences are true for them and w hich they need to change. Put students into pairs to discuss their answers.
M onitor to see if they are using the present perfect simple and past simple correctly.
9 FAST FINISHERS
Fast finishers can prepare and ask each other questions about work and studies using Have you e v e r...?. You may wish to give them these verbs/phrases to use: study, learn how to, fail, a pply for, write, speak, make a big mistake, earn.