to 5 p.m. However, a lot of people work outside these times because their workplaces are open 24/7 – twenty-four hours a day, seven days a week. For example:
1 hospitals, power stations, the police 2 bars and clubs
3 a lot of big supermarkets.
Compare this with your country.
Arne Henriksen lives in a village near Stavanger in Norway. He’s an electrical engineer and he works on an oil rig in the North Sea.
Arne lives on the rig for two weeks and then he has two weeks off. For the first week, he’s on the day shift from 7 a.m. to 7 p.m. In the second week, he changes to the night shift.
When he isn’t on duty, he always sleeps a lot. He usually goes to the gym, too, and he sometimes plays table tennis. There’s a cinema on the
rig, so Arne normally watches five or six films a week.
About 480 people work on the rig. It’s like a small village with all sorts of workers – cleaners, engineers, plumbers, electricians, chefs, secretaries, computer engineers, nurses, painters, and so on.
After two weeks, Arne leaves the rig and goes home. ‘We have a small farm, so there are always things to do,’ he says. He doesn’t usually work all the time when he’s at home. He
likes fishing, and in the winter he often goes skiing.
Arne likes his job. The money is very good and he enjoys the time at home, but there are problems. ‘The weather’s often bad in the North Sea, so the rig moves a lot,’ he says.
‘I rarely get seasick, but it isn’t very nice when I do. The biggest problem is the shift work. When I change from the day shift to the night shift, I can never sleep. I watch a lot of films then!’
My job
01 E4L Pre-int 1–16 5P.indd 7 7/8/07 10:57:47
Warm-up
• You will need a map of Norway for this activity. Display the map and use it to find out what your students know about the country. Ask questions, e.g. Where is Norway? What’s the capital city? What language do the people speak? Is Norway a hot country or a cold country?
1 • Tell students to cover the text and look at the picture of the man. Ask: What’s his name? How old is he? Where does he live? etc. Encourage students to guess the details.
• Play audio 7.1 for students to read and listen.
• Elicit / Teach key vocabulary for each paragraph, e.g.
paragraph 1: village, electrical, oil rig paragraph 2: two weeks off
paragraph 3: on duty, table tennis
paragraph 4: cleaner, electrician, chef, painter paragraph 5: farm, fishing, winter, skiing paragraph 6: problem, rarely, get seasick.
• Focus on the questions. Ask students to read the text again and answer the questions.
• Go through the answers as a class.
He works on an oil rig. Yes, he does (like his job).
2 • Focus on the statements. Write: He lives in Norway. on the board. Ask students to read the text again. Ask: Is the statement true or false? Elicit: true.
• Tell students to read the text and complete the exercise.
• Put students in pairs to compare answers, then go over the answers as a class. If some students find the exercise difficult, number the paragraphs and help by giving, or asking for, the number of the paragraph for each answer.
1 T 2 F 3 F 4 T 5 T 6 F 7 F 8 T
• Put students in pairs. Focus on the false statements: 2, 3, 6, and 7. Say: Make the statements true.
• Go over the answers together.
2 He goes home every two weeks. 3 He works on the day and night shifts. 6 They are all sorts of workers. 7 Arne works on a farm when he’s at home.
3 • Read through the list. Focus on the first item. Ask students to read the text and find three things that Arne does when he isn’t on duty. Elicit: sleeps a lot, goes to the gym, plays table tennis, goes to the cinema.
• Put students in pairs to complete the exercise. Monitor.
• Go through the answers as a class.
Any three of the following: sleeps a lot, goes to the gym, plays table tennis, goes to the cinema
Any three of the following: cleaners, engineers, plumbers, chefs, secretaries, computer engineers, nurses, painters
Any two of the following: works on the farm, goes fishing, goes skiing
The money is good and he enjoys the time at home.
He sometimes gets seasick. He can’t sleep when he changes from day to night shift.
• Focus on the list of adverbs in the Language note. Drill each word as a class and individually.
• Tell students to cover the Language note. Rewrite the adverbs of frequency at random on the board and ask students to put them in order from never to always. Go through the adverbs, eliciting them in order.
• Write: He sometimes plays table tennis. He doesn’t usually work all the time. on the board. Underline the adverbs and elicit that the adverb goes before the main verb in both negative and positive sentences.
• Repeat with There are always things to do. There aren’t always things to do. to elicit that the adverb goes after the verb be in both negative and positive sentences.
4 • Ask students to read the text again and underline the sentences with adverbs of frequency.
• Nominate individual students to read out one sentence each. Check pronunciation.
• Write: always on the board. Say a sentence about Arne’s life, using always, e.g. Arne always sleeps a lot when he isn’t on duty.
• Ask students to make sentences about Arne using each adverb. Nominate students to read out their sentences.
Check that they have put the adverb in the correct place.
• Use the adverbs to say sentences about your life, e.g. I always get up at six o’clock. I usually go to a café for lunch.
• Tell students to use each adverb to make sentences about their lives. Monitor.
• Put students in pairs to compare their sentences. Nominate individual students to say one sentence each about their partner. Check the position of the adverb in each sentence.
5a Speaking
• Focus on the example questions. Tell students they are going to interview Arne. Tell them to write six more questions to ask Arne about his life and his job. Monitor.
• Ask students to read one question each. If your students find the exercise difficult, write the questions on the board so that everyone has six new questions.
b • Tell students you are an interviewer and they are Arne. Ask the questions from exercise 5a, e.g. Where do you live?
What do you do? Do you like your job? Elicit answers with I, e.g. I live near Stavanger. I’m an electrical engineer. Yes, I do.
• Put students in A/B pairs. As are interviewers, Bs are Arne.
Tell As to use their questions to interview Bs. Monitor, then ask students to change roles.
• Nominate pairs of students to act out their interview. Check pronunciation.
English in the world
• Elicit / Teach: workplace, power station, club.
• Read through the text as a class. Ask questions to check
comprehension, e.g. What are normal working hours in Britain? Why do some people work outside these hours? What does 24/7 mean?
• Ask students questions about normal working hours in their country, e.g. What are normal working hours in (Germany)? Are any shops open 24/7 in (Turkey)?
• Put students in mixed-nationality pairs or small groups to compare working hours. If your students are all the same nationality, do this as a whole class activity using the board to compare your country and theirs.
• Focus students’ attention on the can do statement: Now I can ask about and describe someone’s job.
Follow-up
• Tell students to use some of the questions they wrote in exercise 5a to interview you.
Resource activity pages 180 and 257
teacher’s notes lesson 7 Students review adverbs of frequency and practise asking about and describing someone’s job.
25
EFL PRE_INT TB_12-27.indd 25 4/10/11 08:47:14
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4 • Focus on the Everyday expressions.
• Write: What time your appointment? on the board. Point to the gap and ask students to supply the missing word.
Elicit: is.
• Ask students to complete the expressions.
• Go through the answers together. Drill each expression as a class then individually.
is, can’t, make, come, is
5a • Focus on the text in exercise 2. Ask: When was Mrs Henderson’s old appointment? Elicit: On 1 June. Use the table to ask questions about the text, e.g. What time was the old appointment?
• Point to the table. Tell students to listen and complete the table. Play audio 8.3 twice.
• Go through the answers as a class. If necessary, play the audio again, pausing after each answer.
1 Old appointment: 30 March, 3.20; New appointment: 8 April, 3.40
2 Old appointment: 27 January, 11.50; New appointment: 9 February, 10.20
b • Put students in pairs. Point to the text in exercise 2. Say:
Make two new conversations using the information in the table. Monitor.
• Nominate two pairs of students to act out their conversations.
Pronunciation
1 • Write: Monday on the board. Model the pronunciation.
Ask: Which is the stressed syllable? Elicit: the first syllable.
Repeat with July and afternoon.
• Focus on the list of words. Tell students to listen and mark the stress. Play audio 8.4 twice.
• Go through the answers as a class.
Monday, July, afternoon, November, birthday, electrician, appointment, evening, Wednesday, April, receptionist, engineer, eleven, interview
2 • Tell students to listen and repeat. Play the audio again.
• Nominate individual students to say one word each. Check pronunciation.
• Focus students’ attention on the can do statement: Now I can make appointments.
Follow-up
• Organize a board dash. Divide the board into three columns labelled in, on, at.
• Put students in two teams. Call out time words and expressions, e.g. Monday morning, winter. The first team to run to the board and write the word in the correct column wins a point.
Resource activity pages 181 and 257 Review and Wordlists Lessons 1–8 Student’s Book pages 83–84
Warm-up
• Revise months of the year with a chain. Arrange the class in a circle. The first student says January, the second student continues with February, etc. Repeat the chain backwards starting with December.
1 • Write: 1 May on the board. Ask: How do we say this? Elicit:
the first of May or May the first.
• Go through the list of dates. Elicit each ordinal number.
Drill each number as a class, then individually.
• Put students in pairs to practise saying the dates.
• Point to 1 May on the board. Ask: How do we write ‘first’?
Elicit: 1st and write this on the board. Repeat with each number to elicit 16th, 12th, 22nd, 30th, 4th, 3rd, 10th, 31st.
• Nominate individual students. Ask: When is your birthday, (Mikki)? to elicit dates and months. Check pronunciation.
2a • Elicit / Teach: dental practice, appointment, make (be somewhere on time).
• Tell students to cover the text. Ask questions about the picture, e.g. Who is the woman?
• Focus on the text. Play audio 8.1 for students to read and listen.
• Write: I’ve got an appointment 1 June. Point to the gap.
Ask: in, on, or at? Elicit: on.
• Tell students to listen and complete the gaps with in, on, or at. Play the audio again.
b • Play the audio once more for students to listen and check their answers.
• Go through the answers as a class.
1 on 2 at 3 on 4 in 5 at 6 at 7 at 8 on
c • Put students in pairs. Tell them to practise the conversation, each taking one part. Give students an opportunity to practise both roles. Monitor.
3a • Read through the rules. Drill each example as a class then individually.
• Ask students to cover the table. Tell them to listen and call out the correct preposition. Say: Sunday. Elicit: on. Repeat with different time expressions from the grammar table.
• Put students in pairs to practise. Monitor.
• Ask questions to elicit time expressions, e.g. When does this lesson finish? When do you watch TV? When is your mother’s birthday? Check that students use the correct prepositions in their responses.
Students often make mistakes with prepositions of time if they don’t correspond to the preposition used in their own language. For example in Spanish, the word por, meaning for, is used with parts of the day, while French uses a definite article (the) with days or dates, rather than a preposition. As a result you may hear mistakes such as I work for the morning or I have a lesson the Monday.
b • Do the example together. Play the first item on audio 8.2 . Students hear When’s your interview? Friday, say the sentence, then listen and repeat.
• Play the rest of the audio.
teacher’s notes lesson 8 Students review prepositions of time and learn to make appointments.
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Student’s Book p.8