Материал: Unit 5

b 2.9 Read through the predictions with the class and play the recording again for students to tell you the reasons for each prediction. If necessary, do the first prediction together. Play the relevant section of the recording and ask: Why does Sara say that it won’t be easy to find a job she’ll enjoy? (There aren’t enough jobs.)

Play the recording for the class to find the other reasons.

Pause to allow them time to note down their answers and then check answers as a class. Their answers don’t need to be the exact words the speakers used.

Answers

1There just aren’t enough jobs – you have to take what you can find.

2They won’t be interested in me, because I don’t have any experience.

3There are people from some really interesting companies here.

4I know someone who found a job at an event like this last year.

5Not many people do, straight out of university.

6I’m happy to do anything.

c Discuss the question as a class. If nobody in the group has been to a careers fair, give students two or three minutes to agree with a partner on three things they would do/will do next time they are searching for a job and take feedback from the class.

3 GRAMMAR 

will and might for predictions

aBooks closed. Draw a table with two columns. One column has the heading: I’m 100% sure and the other has Maybe as the heading. Read Marco’s sentences from 2b to students. Say: I’ll make some really useful contacts.

Ask students if Marco was sure about this, (Yes) and which column you should put a tick in (I’m 100% sure.) Then read Marco’s next sentence: I might get a job today! Repeat the process and tick the Maybe column. Now read Kate’s sentences from 2b: I might not get my perfect job. (Maybe) I’ll find some kind of work (I’m 100% sure).

Open books. Students do the task individually. Check answers as a class.

Answers

More

b Students read the information in Grammar Focus 5B on SB p.150. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises in Grammar Focus 5B on SB p.151. Check answers as a class. Tell students to go back to SB p.50.

Answers (Grammar Focus 5B SB p.151)

  LANGUAGE NOTES

Most modal verbs form their negative by adding not, which is then contracted, e.g. can – can’t, must – mustn’t. With might, it is possible to use the contraction mightn’t but it is more common to use the full form – might not.

cAsks students to look again at the worries in 1b and read through the example with the class. Elicit more possible responses from the group. Write on the board: You might not find a job you enjoy, but you might …, you will … , you won’t … and ask for possible endings (e.g. you might make some useful contacts; you might get some ideas; you will see what possibilities there are; you won’t miss any opportunities, etc.). Individually, students write positive responses to other worries and compare their ideas with a partner. Check the answers with the class.

Suggested answers

You might find a really good job. You might meet someone who can help you. You’ll learn a lot, anyway.

I’m sure you won’t. I’m sure you’ll be fine. You’ll be OK, don’t worry. I’m sure you’ll know all the answers. You might not answer them all, but you’ll know most of them. Just take your time and think. You’ll be OK.

dDivide the class into pairs and assign A and B roles. If Student A has a job, Student B reads the instructions on SB p.130. If Student A doesn’t have a job, Student B reads the instructions on SB p.128. Student B asks Student A the questions about their future. Encourage students to give full answers and to add extra information. Monitor and help where necessary. Don’t interrupt fluency unless students make mistakes with the use or forms of will or might. Then the pairs swap roles and Student A asks the questions to Student B.

4 VOCABULARY Jobs

a In pairs students, find the jobs in the pictures.

Check answers as a class. Students say if they know anyone who does these jobs and if they enjoy them.

Answers

computer programmer: c  carer: a  shop assistant: d  postman: b  builder: e

b Students complete the exercises in Vocabulary Focus 5B on SB p.136. Play the recording for students to check their answers to Exercise a, and monitor conversations in Exercise c. Tell students to go back to SB p.51.

Answers (Vocabulary Focus 5B SB p.136)

c 2.13 Pronunciation Play the recording and try to elicit the /ʃ/ sound from the students. Then play it again, stopping after each word for students to repeat.

d 2.14 Give students a minute to repeat the words to themselves and identify which ones they think have the /ʃ/ sound. Then play the recording for them to check their answers, then listen and repeat the /ʃ/ sound.

Answers

qualification information machine

e Students practise saying the words as a group.

LOA TIP DRILLING

Students repeat the words as a class but to provide variety and keep focus, occasionally nominate a student to repeat individually, e.g. Say: qualification: Miguel. Miguel says: qualification. Say: Everyone: qualification. Everyone says: qualification.

  EXTRA ACTIVITY

Play a vocabulary game to practise job vocabulary. Write three jobs on the board with every other letter missing: _ c _ o _ n _ a _ t / _ a _ k _ r / _ l _ c _ r _ c _ a _ .

Students guess the jobs (accountant, banker, electrician). In pairs, they do the same activity with other jobs from Vocabulary Focus 5A on SB p.136.

5 READING

aAsk students to look at the title of the article and predict what the article might be about. (It’s about jobs that might or might not disappear in the future.) Then students discuss the two questions in pairs. Ask students to share their ideas with the class and write them on the board.

bStudents read the article to check if any of the ideas on the board are mentioned.

Answers

jobs that might disappear: shop assistant, postman, builder jobs there will be more of: computer programmer, carer

  VOCABULARY SUPPORT

argue (B1) – to disagree

carer – a person whose job it is to look after people effect (B1) – result

predict (B1) – say that something will or won’t happen in the future

cStudents read the article again to find out what will happen because of the things in the list. They should do this individually and then compare answers. Check answers as a class.

Answers

online shopping: there will be fewer jobs for shop assistants sending emails: there will be fewer jobs for postmen and post office staff

digital photos: there will be fewer jobs for photo processors 3D printers: there will be fewer jobs for builders environmental problems: there will be a lot of new ‘green’ jobs living longer: we’ll need (more) carers

studying online: there will be jobs for people to create and organise courses

  CULTURE NOTES

People in the UK enjoy Internet shopping. In 2014, 6 out of 10 adults used the Internet to buy goods or services. Around 30% of online sales were made from smartphones and tablets.

A 3D printer can make an object of almost any shape from a virtual 3D model. The technology is being used in medicine to make replacement bones. Medical researchers also hope to use the technology to replace skin and organs, such as kidneys. A company in China started printing houses in 2014 using a mixture of cement and construction waste. Most 3D printers make objects out of plastic and it is now possible to buy a 3D printer to make common household objects at home.

Carers care for people who are unable to look after themselves usually because of illness, disability or old age. The UK has an ageing population. The UK government estimates that the numbers of people between the ages of 65 and 84 will increase by 39% by 2032. The current life

expectancy in the UK is around 79 years for men and around 83 years for women.

  FAST FINISHERS

Fast finishers can think of additional kinds of jobs that might disappear, and why. Check their ideas as part of the feedback.

6 SPEAKING

aIn small groups, students discuss the predictions. Encourage them to give reasons. Monitor for any language errors and discuss these with the class after the activity.

bIndividually, students write three predictions of their own. To help them think of ideas, write key words such as food, money, houses, travel, weather, clothes, free time, music on the board and tell stuents to choose three to make predictions about.

cAsk students for their predictions and let the class say whether they agree or not, and why.

  EXTRA ACTIVITY

In pairs, students make predictions about what their partner will do at work or in their studies over the next few days. Tell students to check whether the predictions came true in the next lesson!

ADDITIONAL MATERIAL

Workbook pages 5B

Photocopiable activities: Grammar p.213, Vocabulary p.237 Pronunciation p.273

VOCABULARY SUPPORT

fair (B1) – right

it means (B1) – the result will be on your own – alone, by yourself

FAST FINISHERS

Ask fast finishers to choose one of the situations and develop it into a longer conversation, adding detail and extra questions.

3 LISTENING

2.17 Before looking at the task, tell students that in Part 2 of the video Rachel and Tina talk about the jobs Tina will have to do. Ask what they think the jobs will be. Then look through the list of jobs with the class and check their ideas. Play Part 2 of the video or play the audio recording for students to tick the jobs Tina will have to do. Check answers as a class. Ask why Tina doesn’t have to do jobs 3 and 5. (They’ll have time to do it tomorrow morning. The bag isn’t full.)

Answers

1, 2, 4, 6

  VOCABULARY SUPPORT

alarm (B1) – security/protection for a building dozen (B1) – twelve

lilies – big white flowers

4 USEFUL LANGUAGE 

Offers and suggestions

and suggestions about what she can do to help Rachel.

Individually, students see which of the offers and suggestions they can complete from memory and compare ideas with a partner. Then play the recording again for students to complete any remaining gaps. Check answers as a class.

  LANGUAGE NOTES

We can use Shall I … ? for offers, but not Will I … ?

Answers

1  I’ll  2  don’t  3  Shall  4  like  5  could  6  should  7  me 8  about  9  don’t

bAsk students which of the sentences they think are offers and which are suggestions.

Answers

1  O  2  S  3  O  4  O  5  S  6  S  7  O  8  S  9  O

c Put the phrases from the word box in 4c on the board. Tell students to imagine that their friend is having problems remembering new vocabulary from their English class. Elicit some offers and suggestions from the class using the phrases on the board. Make sure that they use the correct verb forms after the phrases, e.g. Why don’t you write down all the new words in a notebook? How about trying to use some of the words when you talk? Maybe you should look at the new words every evening. In pairs, students think of offers and suggestions to give to people in situations 1–4. Look at the example for the first one with the class. Circulate and prompt where necessary. Ask for examples in class feedback and see how many different suggestions the class found for each situation. Vote on the best suggestions.

Suggested answers:

1I’ll lend you my umbrella, if you like.

2Why don’t I help you? Maybe you should ask your boss for more time.

3I’ll cook something, if you want. Why don’t we try a new restaurant?

4Would you like me to lend you some money? Maybe you should go to the police station.

5 PRONUNCIATION 

Sentence stress: vowel sounds

a 2.19 Ask different students to read sentences 1–4 and identify whether they stress the modal verbs or not. Don’t tell them if their pronunciation was correct or not at this point. Play the recording for students to listen to the sentences and answer the question. Model the sentences for students to repeat.

Answers no

b 2.19 Students listen again to identify the vowel sound individually. Check the answer as a class. It doesn’t matter if students don’t know or can’t remember schwa – accept their answer if they make the appropriate sound.

Answers

/ə/ (schwa)

cModel the sentences for students to practise them, paying attention to schwa in the modals.

6 SPEAKING

a Elicit some examples of things people need to organise, e.g. a meeting, a party, an evening out, a holiday, a day trip. Ask students: Are you good at

organising events? Tell students that they are going to organise something in small groups. Divide the class into groups of four and read through the two options with them. They need to choose which event to organise. If your class are not in work, the party option will probably be better for them. The groups discuss the options and give you their choice.

UNIT 5  Work  81

bIn pairs (within their groups), students add three more things to the list of things to do for their event.

cStudents discuss their ideas in their groups. The group decides if they should be added to the original list. Then they make offers and suggestions to decide which person in the group will do each job. Tell students that they will have to discuss details such as:

What time shall we start the meeting? Monitor and note down any common errors to deal with during feedback. Take feedback and ask for examples of what the groups organised.

  EXTRA ACTIVITY

In their groups, students design and write invitations to send out for their event. This can be a party invitation or an email. They can exchange these with students in another group and write replies. If appropriate, put some examples on the classroom wall.

  EXTRA ACTIVITY

Ask students: When was the last event that you organised? What did you have to do? Was the event a success? Students discuss the questions in pairs.

ADDITIONAL MATERIAL

Workbook 5C

Photocopiable activities: Pronunciation p.274

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