4
Just the job!
Unit objectives
• • • • • • •
Reading and Use of English Part 8: analysing the questions before reading Writing Part 1: report writing, brainstorming ideas, planning, using formal language, persuading Reading and Use of English Part 1: using clues to understand how to choose answers Listening Part 2: predicting type of information needed for sentence completion Speaking Part 4: introduction to task type, using appropriate vocabulary, structuring answers Grammar: expressing possibility, probability and certainty Vocabulary: dependent prepositions; adjective– noun collocations
Starting off 1 As a warmer Write these statements on the board: • For me, the most important thing is to have an interesting and fulfilling job. • For me, the most important thing is to have a job that pays well. • For me, what job I do is not important: I need something which finances my other activities. You can follow up by asking them to work alone and write a statement ehich exactly describes their attitude. They then read out and compare statements. Alternative treatment Ask students to choose one of the jobs in the photos and think of a description like the example. They then work in small groups and take turns to describe one of the jobs. The other members of the group have to say which job they are talking about. 2 Tell students to give reasons for their answers.
Reading and Use of English | Part 1 1 As a warmer With books closed, students work in pairs. Ask them: • Where do you tend to make friends: at work, where you study or somewhere else?
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• Do you think it’s important to be friends with the people you work or study with? Why (not)? With books open, ask students which of the ideas 1–4 they mentioned in their discussion. 2 Give students a maximum of two minutes to do this. Answers Ideas 1, 3 and 4 3 Tell students to try to answer each question without reading the clue first, then to check their answers by using the clues. Answers 1A
2D
3C
4B 5D
6A
7B
8C
4 Extension idea Ask students: • Do you think people tend to change friends when they change jobs or stop studying? • When is it difficult to maintain long-term friendships? • What can people do to maintain long-term friendships?
Reading and Use of English | Part 8 1 Alternative treatment Ask students to work alone and think about the answers to the questions. Then in small groups they each give a short talk to their partners, explaining their ideas. 2 Remind students that they should read the text and introductory sentence before they start: it will orientate their reading and make things easier for them. Suggested answer Graduates should have lots of opportunities to be successful, but in fact for them the future is frightening. Extension idea Ask students: Do you think the introductory sentence will be true for you / was true for you too?
