2
Unit 2: Jobs to do
Unit opener page Be aware of, and arouse interest in, the topics for the unit
Draw students’ attention to the photograph. Ask: What can you see? (Hospital workers and a patient.) Ask them why the staff wear different colour uniforms (different jobs) and what jobs are represented in the photo. Accept any reasonable suggestions as the purpose here is to invite interest in the unit.
Get students to look at the Wordle. Ask how many words they know, but do not give feedback at this stage.
A world of care
Understand and practise target vocabulary: jobs in the health industry Use large numbers and decimals
Introduction Students should be familiar with the job names from Unit 1, but you can spend a minute or two on revision (including pronunciation and stress) if you think this is necessary.
Subject note
A&E (accident and emergency) is often referred to as ER (emergency room), especially in the US. In this book, the terms are interchangeable.
A 1.
Refer the students to the poster, showing the jobs. Give them a few moments to match the jobs and photos.
their ideas.
2. Ask students to label the photos on page 20 before you play the recording again. Elicit answers.
3. Play the recording. Practise pronunciation and
stress. Focus on the fact that some of the job titles consist of two words, and that both these words have their own stress. (Compound nouns will be dealt with later in the unit.)
Answers 1.
1. an ER doctor 2. a radiologist 3. a pharmacist 4. a dietician 5. a social worker 6. a speech therapist 7. a surgeon 8. a home carer 9. a researcher
10. a physiotherapist
Transcript 022
1. He helps people in emergencies in a hospital. He is an ER doctor.
2. She is a radiologist. She uses technology to help other doctors.
3. She is a pharmacist. She gives people medicine. 4. She helps patients eat better. She’s a dietician. 5. She is a social worker. She helps people in trouble. 6. She is a speech therapist. She helps people talk. 7. He is a surgeon. He operates on people who are ill. 8. She is a home carer. She helps people at home. 9. She is a researcher. She tests new medicines.
10. He is a physiotherapist. He helps people move better.
Transcript 023 1. dietician 2. ER doctor 3. home carer 4. pharmacist 5. physiotherapist 6. radiologist 7. researcher 8. social worker 9. speech therapist 10. surgeon
Extra practice with strong students Ask students to think of more healthcare jobs. Students work in pairs for a few minutes. Elicit some of their ideas. Answers depend on students.
B
1. Divide the class into pairs and ask them to guess which jobs are more popular for women and for men (without looking at page 21). After a minute or two, elicit ideas, but do not confirm or correct.
Play the recording for students to check
2. Divide the class into pairs, Students A looking at male jobs and Students B looking at female jobs. Refer students to the graph, making sure each student only looks at the relevant figures for them.
3. Practise the example questions and answers in the speech bubbles. Elicit other possible questions, for example: What’s job number 2 for men?, What’s the most popular job for women?, etc. Ask two competent students to demonstrate asking and answering questions about the women’s jobs in front of the class. Monitor and give help where necessary. Collect examples of errors for feedback later.
4. Students complete this with their own information. Students listen to what other students say. You can make a class chart and see which jobs are favourites for men and women.
C
Set the activity for pairwork. Elicit answers and practise possible follow-up questions and answers, such as: Which jobs are you interested in? Any others? Yes, a nurse. Which jobs are you not interested in? Why not? Elicit more adjectives.
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