Andac Gordu Andac Gordu

TP: 3b
B1 level

Description

In this lesson, students practice reading based on a text about an |ndian call center worker. They have a chance to practice speaking skills through many exercises and learn some new vocabulary about the topic.

Materials

Grasql7nr6y5imuozlwf ho1 HO1
Ffhyycpqose9ayw74urg ho3 HO3
Kprd6rkq5wsuv0jcxwia ho2 HO2
6mfvvvys62fjmwjpolgi ho5 HO5
Nrpulkgqrq0ihirxkn8a ho6 HO6

Main Aims

  • To provide reading exercise using a text about the profile of an Indian call center worker in the context of work & leisure

Subsidiary Aims

  • To provide new vocabulary related to the topic and fluency in a conversation in the context of work & leisure

Procedure

Warmer (3-5 minutes) • To set lesson context and engage students

"When you go to work, if your name is on the building, you're rich. If your name is on your desk, you're middle-class. If you're name is on your _____, you're _____." T writes the anecdote on the board, clarifies "middle-class" and elicits ideas from Ss for the blanks.T gives the answers for the blanks and asks Ss what the anecdote describes. (Answer: There is a class system for jobs, where people are labelled.) T elicits the meaning of "labelling". Then Ss discuss in pairs if this is similar in Turkey.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

T drills some words which may cause problems, eg politician /pä-lə-ˈti-shən/, builder /ˈbil-dər/ , lawyer /ˈlȯ-yər/, DJ /ˈdē-ˌjā/ and gives HO1 to Ss. They have 2 minutes to decide on the two jobs they would / wouldn't like and mark them. Then they discuss reasons for their choices with their partners. T divides Ss into 5 groups. T gives HO2. Ss have 2 minutes to match the words. Then they check the answers on other tables. After that, T gives them the AK (HO3) T writes the questions below on the board and Ss discuss in groups; "How many call-centre workers there are in Turkey?" "What kind of companies use them and why?" "What does a call-centre worker do?"

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T tells Ss to fold the HO4 and read only the introduction part. Then T gives the papers to them. After they read it, T tells Ss to discuss the questions below in pairs; "Do you know what a call centre worker does?" "Have you ever spoken to one?" T gives HO6 and istructions as Ss have 30 seconds to read the text alone and answer the questions on HO6. ICQs; *How many seconds do you have to read the text? *Will you answer the questions alone or with your group? Then pair check and FB.

While-Reading #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gives HO5. Ss have 5 minutes to read HO4 again but this time in detail and answer T/F questions on HO5. While they're reading T hangs the answers on the walls. Ss walk around the room to check the answers. Then a WC FB to justify why the answers are T or F.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T writes on board; "Have you ever been to a job interview? How was it?" "Do you know anyone who works night shifts? What do they do?" "What is a good starting salary in your opinion?" Ss walk around the room and talk about these topics with each other. Then a quick WC FB.

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