AGENDA

UNIT 1 Jobs/ Job duties/ Job skills

Need/ want/ can/ may/ have to
Conditional sentence type 1
What skills do you need?

OVERALL OBJECTIVES: At the end of this unit, students will be able to:
è Make a conversation about different jobs and job duties related to their majors

è Create a short talk about skills needed for different jobs

1. Key language knowledge
1.1. Vocabulary
ü Jobs
Word Transcript
Environmental engineer (np) /ɪnˌvaɪrənˈm entl ˌendʒɪˈnɪə(r)/
Petroleum engineer (np) /pəˈtrəuliəm ˌendʒɪˈnɪə(r)/
Chemical engineer (np) /ˈkemɪkəl ˌendʒɪˈnɪə(r)/
Pharmaceutical chemist (np) /ˌfɑːməˈsjuːtɪkl ˈkemist/
Biomedical engineer (np) /ˌbaɪəʊˈmedɪkl ˌendʒɪˈnɪə(r)/
Nuclear engineer (np) /ˈnjuːkliə ˌendʒɪˈnɪə(r)/
Environmental planner (np) /ɪnˌvaɪrənˈmentl ˈplænə(r)/
Environmental geologist (np) /ɪnˌvaɪrənˈmentl dʒiˈɒlədʒɪst/
Geologist (n) /dʒiˈɒlədʒɪst/
Hydrologist (n) /haɪˈdrɒlədʒɪst/
Surveyor (n) /səˈveɪə/
Nutritionist (n) /njuˈtrɪʃənɪst/

ü Job duties
Word Transcript Word Transcript
Deal (v) /di:l/ Analyze (v) /ˈænəlaɪz/
Assess (v) /əˈses/ Identify (v) /aɪˈdentɪfaɪ/
 Generate (v) /ˈdʒenəreɪt/ Evaluate (v) /ɪˈvæljueɪt/
Monitor (v) /ˈmɒnɪtə(r)/

ü Job skills
Word Transcript
Problem - solving skills (np) /ˈprɒbləm ‘sɒlvɪŋ skɪlz/
Communication skills (np) /kəˌmjuːnɪˈkeɪʃn skɪlz/
Planning and organizational skills (np) /ˈplænɪŋ ənd ˌɔːɡənaɪˈzeɪʃənl skɪlz/
Presentation skills (np) /ˌpreznˈteɪʃn skɪlz/
Technical skills (np) /ˈteknɪkl skɪlz/
Analytical skills (np) /ˌænəˈlɪtɪkl skɪlz/
Mathematical skills (np) /ˌmæθəˈmætɪkl skɪlz/
Teamwork skills (np) /ˈti:mwɜ:k skɪlz/
Time management skills (np) /taɪm ˈmænɪdʒmənt skɪlz/
IT skills/ / ,aɪ’ti: skɪlz /,
computer skills (np) /kəmˈpju:tə skɪlz/
Soft skills (np) /sɒft skɪlz/
Practical skills (np) /ˈpræktɪkl skɪlz/

1.2. Grammar
1.2.1. Need/ want (Review)
Types of sentence Form Examples
S + need(s)/ want(s) + to Chemical engineers need to have
V- Inf. analytical skills and problem-
Affirmative (+) solving skills.
S + need(s)/ want(s) + N An environmental geologist needs
+ to V- Inf. IT skills to prepare geological maps,
diagrams and reports.
S + do/ does + not + Surveyors don’t need to have great
need/ want to V- Inf. teamwork skills because they
mostly work outdoors alone.
Negative (-) S + do/ does + not + She doesn’t need computer skills to
need/ want + N + to V- make nice PowerPoint slides
Inf. because other people will make it
for her.
Do/ Does + S + need/ Does a nutritionist need to be good
want + to V- Inf? at presenting?
Interrogative (?) Do/ Does + S + need/ Do nuclear engineers need
want + N+ to V- Inf? mathematical skills to create
procedures used in nuclear power
plants?

1.2.2. Can/ may/ have to
• We use ‘can/ may’ to talk about someone’s skills or abilities.
• We use ‘have to’ to show that we must do something.

Types of Form Examples
sentence
Affirmative S + can/may+ V-Inf. - I can take part in discussion
(+) actively.
- You may be able to analyze
test samples of soil, water and
air.
S + have/ has to + V-inf. - As a nutritionist, I have to do
research on nutrition.
Negative S + cannot/ may not + V-inf. - They cannot deal with
(-) complex situations at work.
-Without presentation skills, we
may not be able to present in
front of many people.
S + don’t/ doesn’t have to + V-inf. - I don’t have to work in a team
much so I don’t need teamwork
skills.
 Interrogative Can/ May + S + V-inf? - Can you design equipment and
(?) devices used in healthcare?
- May you be able to develop a
long-term plan for land use in
this area?
Do/ Does + S + V-inf? - Do you have to prepare maps,
diagrams and reports?
1.2.3. Useful structures (Review)
- It is important for students to have soft
skills to apply for a job in a foreign
company.
- It is necessary for our staff to be able to
important deal with urgent situations.
It is + necessary + for SB + to V - - It is essential for chemical engineers to
essential Inf. have analytical skills as they are responsible
vital for performing chemical tests.
- It is vital for all of us to have time-
management skills to meet the deadlines.
- Environmental geologists are responsible
for collecting and analyzing geological data
S + be + responsible for + V – ing. such as soil, rock and groundwater.
in charge of - As a nutritionist, I am in charge of doing
research on nutrition.

1.2.4. Conditional sentence type 1
• Conditional sentence type 1 is used to talk about real and possible situations.
If engineers have strong
will
analytical skills, they will know
If can + V-
S + V (s/es), S + (not) how to solve almost every
+ may inf.
problem or situation.
 Engineers will know how to solve
will
(+) almost every problem or situation
S + can + V-inf If S + V(s/es).
if they have strong analytical
may
skills.
If geologists don’t have planning
will
S + don’t/ and organizational skills, they
If can + V-
doesn’t + V- S + (not) cannot prepare geological maps
+ may inf.
inf, and diagrams and reports.
Geologists cannot prepare
will
geological maps and diagrams
can + + don’t/
(-) S + + V-inf S and reports If they don’t have
may if doesn’t + V-inf.
planning and organizational
(not)
skills.
May nutritionists be able to
Will + V(s/es)?
identify, assess and analyze
Can S + V-inf +if S
(?) don’t/ doesn’t + V- complex problems if they have
May
inf? problem-solving skills?

2. Online learning checklist
Online learning task Task focus Completed
Vocabulary Presentation 1 8 words related to jobs (Review)
Presentation 2 6 words related to jobs

Presentation 3 7 words related to job duties

Presentation 4 12 noun phrases related to job skills
Task 1 Vocabulary - pronunciation
Task 2 Vocabulary - meaning
Task 3 Vocabulary - spelling
Task 4 Word meaning -gap filling
Task 5 Word meaning - matching
Section Test Vocabulary - Word completion
Grammar Presentation 1 Need/ want (Review)
Presentation 2 Modal verb: can/ may/ have
 Presentation 3 Conditional sentence type 1
Task 1 Verb forms - Multiple choices
Task 2 Verb forms - Sentence completion
Task 3 Need/ want - Multiple choices
Task 4 Modal verbs & conditional sentence
type 1 - Sentence completion
Task 5 Verb forms - Gap filling
Section Test Modal verbs & conditional sentence
type 1 - Multiple choices
Listening Task 1 Listen to a conversation - Short
answers
Task 2 Listen to a job interview - True or False
Task 3 Listen to a job interview - Gap filling
Task 4 Listen to essential skills in the fields of
chemical and environmental
engineering and food engineering -
Short answers
Task 5 Listen to skills for chemical students
– Gap filling
Task 6 Listen to chemical engineering career
– Short answers
Reading Task 1 Read about practical skills – Multiple
choices
Task 2 Read about nutritionists – Short
answers
Task 3 Read about 5 essential skills in the
fields of chemical and environmental
engineering and food engineering -
True or False
Task 4 Read about chemical engineers – Short
answers
Task 5 Read about job skills – Gap filling
 Task 6 Read about soft skills – True or False
Writing Task 1 Structures for job duties – Sentence
arrangement
Task 2 Need/ want – Sentence writing
Task 3 Structures for job duties and
conditional sentence type 1 – Sentence
writing
Task 4 Structures for job duties – Multiple
choices
Task 5 Modal verbs and conditional sentence
type 1 – Gap - fill
Task 6 Job skills – Paragraph writing

3. Face to face materials


SPEAK OUT LOUD!
Ø Work individually

Ø Look at the slides, speak out the
words/phrases

1 WHAT IS MY JOB?
Ø Work in 5 groups
Ø Read the information about job duties and fill in the blanks with words
about jobs

Jobs Job duties

1. ……… - design and develop new drugs for the medicinal industry
- evaluate drugs already on the market

2. ……… - design and create equipment and devices used in healthcare

- evaluate the safety and effectiveness of medical and biological equipment

3. ……… - design the equipment and create the operating procedures used in
nuclear power plants

4. ……… - develop short and long-term plans for land use in urban and rural areas.
- manage correction projects and tasks related to ecology and nature

5. ……… - collect and analyze data of physical characteristics and composition of the
earth and its nature resources (soil, rock and groundwater)
- prepare special - purpose maps, diagrams and reports showing and
evaluating various physical and natural features of an area
● 6. ……… - develop nutrition or diet plans for multiple clients
- do research on nutrition

7. ……… - measure the properties of water bodies

- collect water and soil samples to test

● 8. ……… - collect statistical data using various equipment and tools

- prepare statistical documents and present findings to clients

● 9. ……… - design equipment to extract oil and gas

- develop plans to drill oil and gas, and evaluate the production of wells

10. …….. - perform chemical tests

- do research into the development of chemical engineering processes

2 FOLLOW-UP!
Ø Work in groups of 4
Ø Each student chooses 3 jobs, then exchanges their jobs and job duites
with 3 members in the group

Sample:
A: What is your job?
B: I’m a ....
A: What are your job duties?/
What are you responsible for/ in charge of ....?
B: I’m responsible for…

3
ROLE-PLAY


+ Student A: You are Tony, an environmental engineer. You meet Natalie at a chemistry
conference. Look at your card and make a conversation to exchange information about
your job and Natalie’s job.
+ Student B: You are Natalie, a nutritionist. You meet Tony at a chemistry conference.
Look at your card and make a conversation to exchange information about your job and
Tony’s job.
CARD A
Tony’s job Natalie’s job

Job Environmental engineer (1)___________________

Workplace GSI Environmental Inc. (2) ___________________

Job duties - Assess the impact on air, water, soil and noise (3) ___________________
levels.
- Identify what may cause problems for the
environment in the long-term.
Necessary Analytical skills (4) ___________________
skills Planning and organizational skills
Problem solving skills

CARD B

Tony’s job Natalie’s job
Job (2) ________________ Nutritionist
Workplace (4) ________________ Remote medical International company

Job duties (6)________________ - develop nutrition or diet plans for multiple

clients
- do research on nutrition

Skills (8) __________________ Communication skills

needed Analytical skills
Teamwork skills
Sample:
A: Hi. I’m Tony. Nice to meet you.
B: Hi. I’m Natalie. Nice to meet you, too.
A: I’m an environmental engineer. What is your job, Natalie?
…......
4. Students’ self-assessment
Look at the objectives specified at the beginning of the unit and write down what you
have (not) achieved and what you need to do to improve your English.




GUESS WHO?
Ø Work in the whole class

Ø Each speaks out the job duties of a job
=> others guess the name of the job
1 INTERVIEWING
Ø Work in pairs
Ø Ask and answer about job skills
Suggested structures:
Q: “What can you do if you have … skills?
A: If I have...., I can...

 prepare geological maps, diagrams and reports.
evaluate drugs already on the market.
If I have develop short and long-term plans for land use in urban and rural areas .
...., actively take part in the discussion.
I can ...... work well with a team.
meet all the deadlines.
evaluate the safety and effectiveness of biomedical equipment.
identify, assess and analyze complex problems.

Sample:
A: What can you do if you have communication skills?
B: If I have communication skills, I can actively take part in the discussion.

2 A QUIZIZZ GAME!
Ø Work individually
Ø Play a quizizz game.


3 FREE TALK
Ø Work individually
Ø Think about your future job and talk about the skills you need

to have in this job.

Suggested questions:
1. What is your future job?
2. Where will you work? (in factory, research institute, research center…)
3. What are the necessary skills will you need? (at least three skills)
4. What can you do if you have these skills?
Sample:
Good morning. My name is Tony. In the future, I am going to work as an environmental
engineer in GSI Environmental Inc. Now I will share some information about my future job.
To be a successful environmental engineer, I think I will need to have some certain skills…....
4. Students’ self-assessment
Look at the objectives specified at the beginning of the unit and write down what you
have (not) achieved and what you need to do to improve your English.