Theme: Where can you work?

Theme:  Where can you work?

Aims:   free speaking to launch the theme;

To introduce students to the vocabulary of some job names.


  1. Organization moment.

T:   There are a lot of professional fields you can work in. it is important to choose the right one that suits your interests. That’s why today we are going to talk about jobs. What professions do you know? To remember different kinds, types of jobs and professions. I’d like to offer you to unscramble the most popular ones.

Name the jobs starting with these letters:


P —

R —

O —

F —

E —

S —

S —

I —

O —

N —


Possible answers:

P – pilot

R- reporter

O – officer

F – farmer

E – engineer, economist

S – sportsman

S – scientist

I – inventor, interpreter

O – office – man, occupation

N — nurse

Ex. 1.  a) Students work individually to match the appropriate person (Column A) for the situation (Column B).


Column A                                                           Column B

  • a filling has come out of one of your a) a driving instructor

back teeth

  • you think your eyes need testing b) travel agent
  • you want a portrait photograph c) a dentist (dental surgeon)

of yourself

  • your car won’t start d) photographer
  • you want to learn to drive e) the fire brigade (firemen)
  • you want new windows put into f)  a (garage) mechanic

your house

  • your house is on fire g) an optician
  • you fancy a holiday in the sun h) a glazier (and a carpenter)
  1. b) Students work in small groups to compare their answers
  2. A Game “Guess my job”

One student gives the situation, the other student guesses the job or profession.

For example:

Camera, pictures – photographer

Meat, sell, kill – butcher

Piano, play, music – pianist

Design, building, office – architect . etc.


  1. Reading

Students divided into small groups. In the groups they agree or disagree with the statement. Each group may choose one monitor to report their decision.


A British magazine interviewed 60 young people in their last year at school, and asked them questions about their future (38 girls and 22 boys answered their questions).

The interviewers wanted to know who were the young people’s heroes. The most popular characters for many of the boys and girls were Pope John Paul II, and Torvill and Dean, the World Champion ice-skaters. Some of the boys wanted to be like the footballer Kenny Dalgish, and the girls admired the pop singer Toyah Wilcox.

The favourite jobs for the boys were engineering, playing football, and owning their own shop. The girls wanted to be dress designers, dancers or secretaries. Many of the boys said they wanted to have their own business and live in a big house in the country by the age of 30. Most of the girls wanted to marry and have children.


  • Students reads the article/text. Time limit of three minutes. Students work in pairs to answer the true/false questions.
  1. Some boys wanted to be pop singers.
  2. Most girls wanted to have husbands and children.
  3. Boys thought they would get jobs sooner than girls.
  4. Most girls wanted a job just for the money.
  5. Most boys and girls blamed schools for unemployment.


Ex.7. match the words and phrases with their correct meaning.

  1. most popular whose fault is it?
  2. hero liked, looked up to
  3. admired helpful, valuable
  4. to get a job favourite
  5. useful to find work
  6. who is to blame? to earn a living
  7. unemployment someone you look up to and like
  8. to make money not having a paid-job, people without work


  • Students compare their answers with other students/pairs.


Each student asks five other students in the class and writes down their answers.

What do they think about their future?

  1. How long do you think it will take you to get a job?
  2. For you is a job……..
  3. something useful to help other people?
  4. Just a way to make money?
  5. Do you think you have an easier life or a more difficult life than your parents (at your age)?
  6. Who is to blame for unemployment among young people?



  • Giving the hometask.

Ex. 12. Find phrases in the text (ex. 11) that mean the same as the following definitions. They are in the same order as they appear in the text.