I+love+my+job


 * Language level **: Elementary (B) Pre-Intermediate (B1) (B2)


 * Learner type **:Teens


 * Time **: 80 minutes


 * Activity **: Talking, reading, writing about issues related to work


 * Topic **: The world of work


 * Language ** : question words , jobs, What time is it?- Present Simple 1- he/ she/ it,


 * Materials **: SB


 * Downloadable materials: **

<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson is designed around the work and issues related to work. The starter activity recycles vocabulary about family, students give examples of the jobs of the people in their own family
 * <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Overview **

<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">SB p20 <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Present Simple he/she/it
 * <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Three jobs **

<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Before you start this unit set the vocabulary homework below in preparation for the presentation texts on Istvan and Pame **<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">la. **

<span style="background-color: #ffff99; color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Ask students to write the translation of the following words and learn them for the lesson. <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbs come, fly, help, like, love, play speak, work <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Nouns Canada day hour town week <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Adjectives Canadian free time ordinary
 * <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Homework **<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">prior to lesson

<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">music -professor and flying docto **<span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">r **

Focus attention on photos. Ask the following questions: Who is he/ she? Where is s/he from? Students read and listen to the T 3.1 Students look for verbs in positive forms, they underline verbs, check with partners before you conduct a whole class feedback. Sts listen to T 3.2 for the pronunciation of the the final sounds of the 3rd person singular present simple forms and put them in /s/ or /z/ categories. Answers /s/ works, speaks, likes /z/ is comes loves lives, has, flies
 * <span style="color: #444444; font-family: 'Times New Roman',serif; font-size: 12pt;">Step 1 **
 * Step 2**
 * Step 3**

Step 4 SB p21 Talking about people The whole class looks at the picture of Fernando and the information about him. Start to build his profile with contributions from different students. Point out any third person -s errors, allow students to self correct and encourage peer correction from the other students as much as possible.

Ask one or two students to give a connected description of Fernando.
 * Step 5**

Sample answer

Fernando is a tourist guide. He works in a tourist office. He speaks Spanish, English and a little German. He isn't married, but he has a dog. In his free time he likes walking his dog and playing football.

Ask students to write a short paragraph about a friend or a relative.In weaker classes, give a short description of a relative/ friend.Students work in pairs and talk about their relative to the partner. Go around the class to check and help them. Bring the whole class again and ask one or two students to tell the others about their friend or relative.
 * Step 6**

What does he do? Students read and listen T 3.4 complete the answers and practice the questions and the answers. They do the grammar spot, complete the questions and answers first individually, then in pairs; sts check and practice with T3.6 and write similar questions about Fernando.
 * Step 7**

Students Practice asking about Iman and Giorgio. They write questions, then ask and answer questions with their partner. Then students work in pairs they ask and answer questions about their relative.
 * Step 8 **

Students listen to T 3.7 and correct the wrong sentences.
 * Step 9 **

Set up this activity for homework: Check it Thick the correct sentence
 * Step 10 **