Lesson aims Students ask and answer about what family members do and where they work

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)