The+man+with+13+Jobs

This lesson plan is designed around the theme of work of jobs and issues related the jobs. Students match images with sentences read about Seumas and answer questions, listen to T3.9, match a picture with a job, practice saying the times.
 * Overview**

Begin the lesson with the following questions: How many jobs do you/ most people have? What time do most people start/ finish work?
 * Step 1**

Ask students to look quickly at the photographs and to tell who they they can see. This is an opportunity for the students to predict what they might read in the text.
 * Step 2**

Students work in pairs to match the sentences with the photographs. Tell students not to worry about new vocabulary but to use the words that they recognize and the information on the photographs to help them. Check the answers. Check the key vocabulary by giving short definitions.
 * Step 3**

Pre-teach some of the key vocabulary before students start to read. jobs- postman, policeman, fireman, school-bus driver, boatman, ambulanceman, accountant, undertaker verbs- get up, make breakfast, collect, deliver, watch TV, make supper, go to bed
 * Step 4**

Students work in pairs or small groups to find the answers. Check the answers. Decide according to the student ability whether you want quick, short answers or fuller answers.
 * Step 5**

Students look at the photos. Briefly review the times that go with each of the pictures, by introducing o'clock.
 * Stage 5**

Stage 6 Students read the conversations and fill the gaps with missing information.

Answers and tape script Conversation 1 1. Afternoon 2. Seumas and a customer at Seumas shop 3. Shop assistant

Conversation 2 1. Morning 2. Seumas and a woman who lives on the island 3 Postman

Conversation 3 1. Evening 2. Seumas and Margaret 3 No job- Seumas isn't working

Students complete the conversations as far as they can, using what they can remember from their reading. Students can then exchange information with their partner.
 * Step 7**

An additional idea is to ask pairs of students to learn their conversation by heart to act out to the class. More confident students could improvise some further dialogues.
 * Step 8**

Vocabulary and pronunciation (SB p26) Students focus attention on the photos and elicit the names of the jobs students already know.
 * Step 9**

Students work in pairs or small groups and match a job in column A with a line in column B.
 * Step 9**

T3.10 Answers and tape script a A pilot flies a plane. b A chef cooks in a restaurant c A nurse looks after people in hospital. d A lawyer helps people in court. e An actor makes films. f. A journalist writes for a newspaper. g A model wears beautiful clothes. h An architect designs beautiful buildings. i A shop assistant sells things.
 * Step 10**

Make this exercise fun. like a game and do it as quickly as possible. Call out the name of a job and tell your students to call out the complete sentences. e.g. The teacher: The pilot The students: flies a plane.
 * Step 11 **

**What time is it?** (SB p27) Tell the students to look carefully at the clocks provided and write in the times. If possible bring a toy clock with movable hands to the lesson as an easy way of giving further practice. First you can change the times of the clock than you can ask individual students to come to the front of the class, move the hands and ask //What time is it?//
 * Step 12 **

Step 13 Practice the times with the toy clock! (if you have one) or by drawing further examples on the board.


 * Additional material**
 * Unit 3 Workbook**

Step 14 Set up Grammar reference (SB p139) for homework. Word list SB 153 Video/ DVD episode 1 A new Neighbour