Teaching Aims: To practise describing people and talking about jobs. To practise listening in order to identify opinions. To get familiar with different ways of giving opinions. To practise using suitable intonations in conversations. Teaching difficulties: To practise listening in order to identify opinions. To get familiar with different ways of giving opinions. Teaching Aids: computer cassette Teaching procedures: Ⅰ. Warming up S: Do you think there is necessary connection between “personalities and jobs”? T: Yes, everyone has disadvantages and advantages in personalities, for example, someone is brave, impatient and careless, so they are not fit for… S: Doctors and nurse. T: I think some of you who are full of imagination are good at maths and enjoy drawing. What do you want to be in the future? S: Architect T: So there is necessary connection between “personalities and jobs”. Can you think of some words about personalities? S: T: Students have given many words including some unexpected answers. Teachers can add some words, such as: confident, creative, sociable, sympathetic, persistent, patient, selfish, intelligent, independent, communicative. T: Look at the photographs and guess what kind of job they do. (give some pictures) Students work in pairs guessing the jobs. The purpose is to ask students to say out their jobs and what personalities they have S: T: Our society needs all kinds of people doing different jobs. All people’s jobs are all important. Without farmers working we will have no grain, meat, vegetables and fruits. If no one works as dustman what will happen? S: T: Now I want know your opinions about jobs, so work in pairs and discuss the following questions. (give students some time to consider the questions) 1.What job do you want to do? Why? 2. What characteristics have you got that are good or this kind of job? 3. What will you have to do to get this job? What skills will you need and what exams will you have to pass? Ⅱ Vocabulary ●Read through the key Words with the class and check comprehension by asking students to give the antonym, synonym or translate the words. ●Student do the exercise individually. They then work in pairs comparing their answers. ●Check answers by having students read out the sentences. Ⅲ Listening Do the exercise 4 ●Ask students to read the strategies first and make sure they understand them Just now we talked a lot about job, now let us listen others opinions about jobs 1.Student read through the questions before they start to listen 2.Play the cassette twice for students to answer the questions. 3.Check students’answers by playing the cassette and pausing after each job that is talked about. ●Do the exercise 5. Learning to express your own ideas is very important. Now listen again and write down at least five ways of giving opinions. ●Do the exercise 6. Student read through the given words and phrases as well as the Function File, predicting what the missing words for the blanks are. ●Play the cassette for students to check their predictions and complete the sentences. ●Intonation is very important, as intonation affects the meaning of what is being said. ●Now you read out these sentences while deciding whether rising or falling intonations should be used. ●Play the cassette for students to identify the intonations for each expression. ● Check answers by having some of the students read out the sentences. ● Play the cassette again for students to repeat. Ⅴspeaking and writing Do the exercise 8. Students do the exercise individually. Check answers by having students read out the letter. Do the exercise 9. Read through the list with the class and check students’ comprehension of the words. ●According to your personalities, choosing a job from the list and talking about the qualities and skills needed for the job. ●Now you are divided into two groups, one group describe the qualities and skills for the others, and the other group guess which job they are referring to. Do the exercise 10. ●read through the example with the class ●Student then work in pairs talking about jobs they would like to do ●Now who are willing to play out their conversations to the class? Praise students playing their conversations for their wonderful phrases and sentence structures, and at the same time point out their mistakes.
