2 I love my job!

Preview

1 CULTURE
In North America, people with full-time jobs usually work eight
hours a day. The hours of a typical office job are 9:00 a.m. to
5:00 p.m. Many people also work part time. Some people work
two or more part-time jobs. People in North America usually
change jobs several times in their lives. The average person also
changes careers – not just jobs – two or three times.

How many hours a day do people work in your country?

What are typical office hours? Do people also work part time?
Do people often change jobs or careers?

2 VOCABULARY  Occupations
pair work   Who works inside, who works outside, and who
works in both places? Put the words in the chart. Can you add
three more words?

Inside Outside Inside and Outside

chef





cab driver

dance instructor construction worker waiter mover

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 3 GUESS THE STORY
Watch the first 25 seconds of the video.
Which jobs is Lisa going to focus on?

  cab driver   dance instructor

  chef   mover
  construction worker   waiter

Watch the video

4 GET THE PICTURE

Match the pictures of the people with their names and their jobs.

1.  Sasha 2.  Brian 3.  Tim 4.  Chris

waiter mover dance instructor cab driver

5 WATCH FOR DETAILS

Check (✓) True or False. Then correct the false statements.
Compare with a partner.

True False

1.  Tim doesn’t like his job. ✓  Tim likes his job.
2.  Tim doesn’t drive the truck.
3.  Sasha works five hours a day.
4.  Chris works long hours.
5.  Chris works at night.
6.  Brian starts work at 9:00.

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 6 GIVING REASONS
pair work   Read the sentences below. Then use them to complete the chart.

Reasons Tim likes his job Reasons Chris doesn’t like his job

Reasons Sasha likes her work Reasons Brian’s job is important

It helps people get It’s fun to drive It’s necessary to It’s fun to teach
fit and be healthy. a big truck. work long hours. people new moves.

People are hungry. People don’t have There is traffic. There are different
time to cook. problems to solve.

Follow-up

7 ROLE PLAY  Jobs

pair work   Imagine you are one of the people in the video.
Don’t tell anyone who you are. Walk around the room and use these
questions to ask about each other’s jobs. Guess people’s jobs.
Do you like your job?
What do you like or not like about your job?

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 Language close-up

8 WHAT DID THEY SAY?

Watch the video and complete the conversation. Then practice it.
Lisa is talking to Chris.
Lisa: Hi. Do you have a minute?
Chris: .
Lisa: What’s your name, and what
?
Chris: My name is Chris, and I
a .
Lisa: you your job?
Chris: Most , yes.
Lisa: What you about your job?
Chris: I work . I work
, too. And is the .

9 QUESTIONS WITH DO; PRESENT TENSE VERBS

A  Complete the questions in the present tense. Complete the answers
with the correct verb. Then practice the conversation.
Tim: I’m a mover. I people their entire lives from
their old home to their new home.
Lisa: How you about your job?
Tim: I really my job.
Lisa: How you your day?
Tim: I boxes, items, and the truck.
Sometimes I the truck. That’s the easy part.

B  pair work  Now have similar conversations using your

own information. (If you don’t work, choose a job from the book.)

10 ASKING ABOUT JOBS

pair work   Brian’s friend is a chef in his restaurant. Think of three
different questions Lisa could ask him about his job. Then work with
your partner to ask and answer these questions.

1. How do you like your job? 3.

2. 4.

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 2 I love my job!
Language summary
Topics/Functions:  Talking about work
Structures:  Wh-questions with do
Story summary
Lisa, a film student, interviews several people about their jobs for a school project.
Preview
1 CULTURE
The culture note gives students information about
common work habits and career patterns in the
United States and Canada.
•  Have students read the culture note silently.
Then answer their questions about vocabulary
or content.
•  Read the questions, and have students work in
small groups to answer them.
•  Check answers around the class.
2 VOCABULARY
In this activity, students work with key work-related
vocabulary that is presented in the video.
•  Explain the task. Then model the vocabulary for
students, and have them examine the pictures.
•  Have students work in pairs to complete the task.
Then have pairs join to form small groups and
compare their answers.
•  Check answers around the class.
Answers
Inside: dance instructor, chef
Outside: construction worker, cab driver
Inside and Outside: mover, waiter
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3 GUESS THE STORY
In this activity, students prepare to watch the video
by using visual information to make predictions
about the story.
•  Explain the task, and read the instructions and
choices aloud.
•  Suggest that students watch for the answers as
you play the opening scene of the video (until the
mover walks out of the house). Tell students they
will find out if their predictions are correct in the
next activity.
Answers
cab driver
mover
dance instructor
waiter
Watch the video
4 GET THE PICTURE
In this activity, students watch and listen to the
video, matching people’s names and occupations.
•  Explain the task, and direct students’ attention to
the characters’ names, occupations, and pictures.
•  Play the entire video with the sound on as students
complete the task. Have selected students share
their answers, and replay the video as necessary.
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 Answers
1.  Sasha (second photo), dance instructor
2.  Brian (fourth photo), waiter
3.  Tim (first photo), mover
4.  Chris (third photo), cab driver
5 WATCH FOR DETAILS
In this activity, students focus on details in the video
that will help them answer more detailed questions
about the people and jobs in the documentary.
•  Explain the task, and read the statements aloud.
•  Play the entire video with the sound on.
•  Have students work alone to complete the task,
and then have them compare their answers with
a partner.
•  Check answers as a class.
Answers
1.  False; Tim likes his job.
2.  False; Tim drives the truck.
3.  True
4.  True
5.  True
6.  False; Brian starts work at 5:00.
6 GIVING REASONS
In this activity, students try to remember
specific details about the people and jobs in
the documentary.
•  Explain the task, and read the items in the
chart aloud. Then lead students through the
statements below.
•  Tell students to listen for the statements and note
who says them as they watch the video.
•  Replay the video with the sound on.
•  Have students work in pairs to complete the chart.
Have pairs form groups to compare their answers,
then check their answers with the class.
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Answers
Reasons Tim likes his job: It’s fun to drive a big
  truck. There are different problems to solve.
Reasons Sasha likes her work: It helps people
  get fit and be healthy. It’s fun to teach people
  new moves.
Reasons Chris doesn’t like his job: It’s necessary to
  work long hours. There is traffic.
Reasons Brian’s job is important: People are
  hungry. People don’t have time to cook.
Follow-up
7 ROLE PLAY
In this activity, students role-play one of the people
in the documentary.
•  Explain the task, and read the questions aloud.
•  Tell students to choose one person to role-play.
Then have students move about the room as they
ask questions and guess each other’s jobs.
•  Ask volunteers to act out their role play for
the class.
Language close-up
8 WHAT DID THEY SAY?
This cloze activity develops bottom-up listening skills
by having students complete part of a conversation
from the video.
•  Explain the task. Have individual students or pairs
read the conversation and fill in as many blanks as
they can before they watch the video.
•  Play this segment of the video with the sound
on while students work alone to fill in the blanks
and check their predictions. Then have students
compare answers with a partner.
•  Check answers as a class.
•  If time permits, ask for volunteer pairs to act out
the conversation.
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 Answers
Lisa: Hi. Do you have a minute?
Chris: Sure.
Lisa: What’s your name and what do you do?
Chris: My name is Chris, and I drive a cab.
Lisa: Do you like your job?
Chris: Most days, yes.
Lisa: What don’t you like about your job?
Chris: I work long hours. I work at night
sometimes, too. And there is the traffic.
10 ASKING ABOUT JOBS
In this activity, students get further practice with
the grammatical structure of the unit by writing
interview questions. They then practice asking and
answering the questions in pairs.
•  Explain the task, and read the example question.
•  Put students into pairs to write three
more questions and practice asking and
answering them.

QUESTIONS WITH DO;

9 PRESENT TENSE VERBS
In these activities, students practice the grammatical
structure of the unit by completing questions
with the correct form of the verb do and a verb in
the present tense. They then practice asking and
answering the questions.

A
•  Explain the task, and lead students through
the dialog.
•  Have students work alone to complete the task.
Then ask pairs to compare answers.
•  Check answers as a class, and then have students
practice the conversation.

Answers
Tim: I’m a mover. I help people move their
entire lives from their old home to their
new home.
Lisa: How do you feel about your job?
Tim: I really like my job.
Lisa: How do you spend your day?
Tim: I pack boxes, carry items, and organize
the truck. Sometimes I drive the truck.
That’s the easy part.

B
•  Explain the task, and ask pairs to have a
conversation like the one in part A.

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