Lesson aims Students ask and answer about what
family members do and where they work.
New language What does your (aunt) do? He’s/
She’s an (artist). | Where does he/she work? He/She
works in (an office) / on (a farm). | My (grandma)’s
a (teacher). | studio
Recycled language jobs | family | farmer,
teacher, plane, farm, school, train, hospital, office
Materials CD1 | Flashcards: 31–40 | Photographs
of people who could be your family (or a real family
photograph): parents, brother and sister, grandparents,
aunt, uncle, and cousin | CD of lively music (optional)
Warmer
• Show the flashcards in turn and say the jobs. Students
repeat. Show the flashcards in different orders. Students
say the jobs.
• Mime doing one of the jobs. Students guess. Encourage
them to use whole sentences, e.g., You’re a singer. / Are
you a singer? When someone guesses correctly, say, e.g.,
Yes! I’m a singer. This student does the next mime (show
him/her a flashcard as a prompt, if necessary).
Presentation
• Stick photographs of people in your family on the board
or draw pictures to form a family tree (mom and dad,
brother and sister, aunt and uncle, cousin, grandma and
grandpa). Review family words by saying, e.g., This is
my … (grandpa). Write the family words on the board.
• Make sentences about the jobs people in your family do,
using words from the unit (the sentences don’t have to
be true), e.g., My dad’s a farmer. My mom’s a nurse.
Stick the job flashcards next to the appropriate pictures
on the board.
Student’s Book page 3
5 Listen and choose. Then sing the song.
• Say Open your books to page 39, please. Look at the
three pictures. What are the jobs? Students work out the
jobs in pairs. Don’t check answers at this stage.
• Say Listen and choose. Play the recording. Students listen
and choose the correct option each time.
• Then say Sing the song. Play the recording again,
until students are singing confidently. Explain/Elicit the
meaning of studio. Make sure students are saying the
articles (an artist, a pilot). You can also divide the class
into two groups. One group sings all the questions, and
the other group sings the answers. Then they swap.
• Students can sing along to the version of the song with
words or to the karaoke version of the song.
Key: artist, pilot, businesswoman
CD1:41 : see Student’s Book page 39
6 Read and match.
• Students match the sentences to the photographs.
Do the first one with the class if necessary. Ask more
questions about the photographs, e.g., What does he
like doing? What’s he wearing? Does he work indoors or
outdoors?
Key: 1 c 2 b 3 d 4 a
7 Think about your family. Ask and answer.
• Choose two volunteers to read the example speech
bubbles. Practice the question and answer exchanges
chorally with the class. Make sure students use the
correct intonation for the questions, with stress on key
words What/do, Where/work. Check that they’re saying
the articles (a/an) in the replies.
• Students do the activity in pairs. They use the Remember!
box to help them. Circulate and check language,
providing new words for jobs and places of work as
necessary.
Workbook page 31
3 Put the words in order. Then match.
• Students order the words to make questions and
answers. Then they match them, using the pictures.
Key: 2 What does your aunt do? She’s a pilot. 3 What
does your uncle do? He’s a vet. 4 What does your mom
do? She’s a businesswoman.
4 Look at activity 3. Complete the questions and
answers.
• Students complete the questions and answers, using the
pictures in activity 3 to help them.
Key: 2 Where does, work, She works 3 Where does, work,
He works on TV / in theaters / in movies. 4 Where does,
work, She works in an office.
5 Write the name of a famous person. Then ask
and answer with a friend.
• Students choose a famous person who does a job they
know (write examples of famous jobs on the board, e.g.,
soccer/basketball/tennis player, artist, actor, pop star).
They write notes about what the person does and where
they work. Help with new vocabulary. They ask and
answer in pairs, using the speech bubbles to help them.
Ending the lesson
• Draw your family tree on the board again. Elicit the
family words. See if students can remember the jobs you
talked about at the beginning of the lesson. Say This is
my mom. What does she do? (She’s a doctor.)
Extra activities: see page TB115 (if time)
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