Unit 5 The Economic Transformation of the World From Europe to China

 Objectives Objectives  Focus Focus  Warming up Warming up  6.1 Talking about your work 6.1 Talking about your work  6.2 Describing routines 6.2 Describing routines  6.3 Likes and dislikes 6.3 Likes and dislikes  Sum-up Sum-up  Assignment Assignment

Objectives  When the learners finish learning this unit, they should be able to  talk about daily routines  talk about likes and dislikes  6.3 Likes and dislikes Content

Focus  Prepositions of time  Using Adverbs of frequency to describe routine work or life Content

Warming up  Ask students the questions:  Q1: What do you do in your everyday life?  Q2: What do you like and what do you hate? The students may not very well-organized. This doesn’t really matter however. Just encourage them to give a logical description and introduce the new unit. Content

6.1 Talking about your work A Reading  1. Different ways of saying time: eight thirty, half past eight, fifteen to nine. Make sure: the twenty four hour clock is used for international travel and other official times, but not in conversation. And a.m.= in the morning, p.m.= in the afternoon/evening. Content

 2. Read the article on the book and say which hours you would prefer to work. Probably they will prefer conditions in the second text as the hours are shorter. Content

 3. Are the banking and business hours different from our country’s? Content

B Language focuses.  1. Look at the examples and elicit the rules. 1) at + time 2) on + day/day with part of day 3) in + month/part of day 4) from morning till night, from 1998 to 2000 Content

 2. Further the practice. Give the correct prepositions for the following list of words: Sunday, July, four o’clock, the afternoon, midnight, Monday morning, three fifteen, December, April, Tuesday, Tuesday afternoon, 21 century, spring. Content

 3. Look at the photographs on the book and establish what they do and where they work, suggesting working times and using this to present the following verbs: S/he starts/begins work at… S/he finishes work at… S/he doesn’t work on… Content

C Speaking  Students do the conversations themselves. Go around to see whether all of them are get involved in the practice. Content

D Writing  1. Look at the beginning and end of the letter and make sure you know what you have to do.  2. Write the letter, basing your information on someone you know, e.g. a relative or friend. Content

6.2 Describing routines A Reading  1. Look at the photograph and establish what Pam Lopker does. Then predict what she does in a typical day. Write on the board: She gets up at … She goes to work by … She gets to work at … She has lunch at… She finishes work at … In the evening she … Content

 2. Read the text and compare it with your predictions. Content

 3. Reread the article in your own time and deal with any vocabulary problems. Content

 4. Do you think Pam Lopker works hard? Why? Content

B Language focus.  1. Write on the board: I … get up at five o’clock.  Can you suggest a word which will fit in the gap? This should be an adverb of frequency (don’t would not be accepted).  Can you give any other adverbs? Content

 2. Reread the article and complete the sentences. Content

Suggested answers:  1) always  2) sometimes  3) never  4) often  5) usually Content

3. Give the rule:  subject + adverb of frequency + verb Content

C Language focus  1. Learners look at the table and point out the end position of definite adverbs of frequency, in contrast to the position of indefinite adverbs of frequency they met in the previous exercise. Check they understand the meaning of once and twice by asking a couple of questions E.g. How often do we have English? Content

 2. Learners write some sentences about themselves based on other activities in the table. Content

D Writing  write a paragraph about your own lives, using both indefinite adverbs of frequency and definite adverbs of frequency. Content

6.3 Likes and dislikes A Discussion  1. Look at what people say. Give some examples of perks, e.g. company car, free lunches, etc. Content

 2. Decide what is important for the situations listed below the pictures, rank their priorities, compare their choices and reach agreement. Content

Suggested answers:  Someone who wants to make a fortune: good boss, salary, perks  Someone with a family: hours, colleagues, holidays Content

B Listening In these three interviews you will hear people talking about some of the things from the vocabulary activity. It also introduces the language presented in the next section. Content

 1. Explain the rubric and make sure that learners understand when to put a tick(√)(important), a cross (×) (not important) and a dash (--) (no opinion/doesn’t mention). Students read through the list and make appropriate marks in the You column. Content

 2. Compare what they have marked. Ask a few learners to say what they have marked to check that they are using the symbols correctly. Content

 3. Play the recording and mark the things talked about. Let them compare their answers with a partner before playing the recording again. They should note down how the person feels about each point. Content The first interview The second interview The third interview

 4. In the same way, do the other interviews. Content

Suggested answers: 1 Lee2 Jan3 Ute boss----- √ colleagues√----- hours×√× holidays×√----- salary√----- commuting----- × Content

C Language focus  1. Complete the sentences and add five more likes and dislikes, helping with vocabulary as necessary.  2. Report back to the class. Introduce We both …and neither of us..., e.g. We both like talking to people. Neither of us likes working on Saturdays. Content

Sum-up  In this unit, we learnt:  1. How to talk abut work.  2. How to describe routines.  3. How to describe likes and dislikes. Content

Assignment  Write a typical day in your life. Content