Unit 5 Work and money
1 Working to live, or living to work? Aims Access (+ Activation + Analysis) Discourse objective Establish the unit topic: working life
Language objectives Teach vocabulary used to describe jobs Teach ways of talking about employment Teach stress changes in word families
1 Reading and speaking 1a
Draw the students’ attention to the lesson title, Working to live, or living to work? Have them speculate on the difference between the two views of work. Ask the students read the two opinions on work and decide which speaker lives to work and which speaker works to live. Have the students look at the photographs and guess who has which opinion. ANSWERS: Opinion 1: works to live and this opinion goes with photograph B. The man is smiling, looking relaxed and not in a working environment. Opinion 2: lives work. This opinion goes with photograph A. The man in the picture is clearly at work and is concentrating on his job.
1b
Put the students into pairs or small groups. Have them discuss the questions, and have one member of each group take notes. Their answer to question 1 will depend on their guesses about the photographs. Allow time for the students to complete the activity, and then have each group report back to the class. You could point out that workaholic means someone addicted to work. Other examples are shopaholic and chocoholic.
2 Listening and speaking 2a
Explain to the students that they are going to hear Tom and Jim, the two people in the photographs, talking about their jobs. Play the recording. Have the students listen and identify the job that each person does. Check answers. Ask the class if they still think they matched the photographs and opinions correctly in exercise 1a. You may want to invite students to comment on what each job involves.
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Unit 5
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Specific skills objectives Develop listening skills: listening for gist Develop reading skills: reading for gist
ANSWERS: Tom is a medical research assistant. Jim is an accountant and administrator.
Audioscript Track 24 Tom: I’m a medical research assistant in a college laboratory. I’m a junior assistant, which isn’t such a well-paid position. The benefits the college offers are good, though, especially medical insurance. But it’s the work that really matters to me, you know. It’s very challenging and rewarding. I love it! There are some people who complain and find it tiring – you know, the hours are long and holidays short – but I don’t mind. I enjoy every minute of it. We are offered good development opportunities, too – lots of courses – and promotion opportunities. I won’t be a junior research assistant for long! Jim: Well, I’m an accountant and administrator in a big plastics company. I guess the best thing about the job is the salary, which is well above the pay in other companies. But the benefits aren’t so good, unfortunately. The work is usually boring routine stuff, but it can get demanding and stressful at times. The hours are good, with Saturdays free, and we are given generous, flexible holidays, which is great for a family man like me. There are training programmes, too, but not many opportunities for promotion in my area.
2b
Ask the students to look at the table. Explain that the list shows various aspects of a job. Check comprehension of each item. Have the students listen again, deciding whether Tom and Jim describe each aspect of their job as positive or negative. Ask the students to complete the table. ANSWERS: Tom Jim 2 benefits + – 3 nature of work + – 4 working hours – + 5 holidays – + 6 training and development programmes + + 7 promotion opportunities + –
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