Unit 6 Day-to-Day work
Time 3*90’
Objectives
Focus
Warming up
6.1 Talking about your work
6.2 Describing routines
6.3 Likes and dislikes
Sum-up
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
4,In the same way,do the other interviews.
Content
Suggested answers:
1 Lee 2 Jan 3 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
Time 3*90’
Objectives
Focus
Warming up
6.1 Talking about your work
6.2 Describing routines
6.3 Likes and dislikes
Sum-up
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
4,In the same way,do the other interviews.
Content
Suggested answers:
1 Lee 2 Jan 3 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
