New lesson plan: Working Conditions

Norhan Maher

Working Conditions - Intermediate level

Working Conditions
Intermediate level

Description

In this lesson, Ss practice their listening skills: both listening for a gist and listening for specific information the context of working conditions. They also learn new vocabulary related to jobs and working conditions. The lesson starts with a discussion about the work conditions. This is followed by a listening activity where Ss listen to three people talking about their working conditions. Then, Ss review the modal verbs: can, mustn't, shouldn't and should by replacing expressions with these verbs. After that, Ss learn new expressions related to working conditions and how to pronounce them through an activity where they replace underlined phrases with short expressions. Finally, there is a freer practice where Ss discuss their ideal working conditions.

Materials

Handout inside out intermediate (Inside Out Intermediate)

Handout (Teacher made)

Audio track (Inside Out intermediate)

Handout inside out intermediate (Inside Out Intermediate)

Handout (Teacher made)

Audio track (Inside Out intermediate)

Main Aims

To provide gist and specific information listening practice using a text about working conditins in the context of jobs
To provide clarification and practice of working conditins in the context of jobs

Subsidiary Aims

To provide fluency speaking practice in a discussion in the context of working conditions

Procedure (30-43 minutes)

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

T starts with telling Ss about the working conditions of her job: I do tasks with a deadline, I do not have a fixed salary,I can pick what kind of tasks to do or not to do and I work sometimes on holidays and in this case I ask my clients to pay extra for this work. T asks Ss "what are your jobs and your working conditions? and if you don't have a job, then what kind of jobs would you like to have and what are the working conditions of these jobs?". T asks Ss to work in pairs to discuss the working conditions T monitors Ss and help them if they need help. T get FB from Ss..

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

Focus the Students' attention on the photos in exercise 1. T asks Ss to say what jobs do they think they do and what do they think their working conditions are. T asks Ss to work first individually and then check in pairs. T gets FB from Ss.

While-Reading/Listening #1 (4-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss listen and note down information related to the jobs of the three people and their working conditions. T pauses the recording after each one to give Ss the time needed for answering. T asks Ss if they want to listen again to the recording or not. T asks Ss to check in pairs their answers. T nominates Ss and ask them about the working conditions of the three people.

While-Reading/Listening #2 (6-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks students to read the sentences about the working conditions for each job in exercise 2 and mark which sentences are true and which sentences are false. T asks Ss to check their answers in pairs. T plays the recording again for Ss to check their answers and ask them if they want to listen to it again or not. T gets FB from Ss.

Vocabulary Focus (5-7 minutes) • To provide clarification on meaning and pronunciation of TL in the context of working conditions

T points out that the expressions in the box are a much shorter way of saying the underlined phrases and does the first one of the exercise as an example with the class( in the evenings and at weekends, unsociable hours). T asks Ss to replace the remaining underlined expressions. T asks Ss to check in pairs. T monitors and provides help if needed. T gets FB from Ss. T asks Ss some CCQs to check if they understand the meaning. T writes vocabulary on the board. Ss drill chorally and individually.

controlled-practice (3-5 minutes) • To check concept and prepare students for more meaningful practice and focus on accuracy

T asks Ss to replace the highlighted expression in Exercise 2 with should, shouldn't, mustn't and can. T does the first one in exercise 3 with the class as an example( you can get extra pay for working time, they will not replace can) .T asks Ss to replace the remaining highlighted expressions and points that the new sentences must have the same meaning as the original ones. T ask Ss to check their answers in pairs. T checks the answers with the whole class.

Freer practice (7-9 minutes) • To provide students with free practice of TL and focus on fluency

T asks Ss to work in pairs and discuss the working conditions mentioned in the recording, whether they like to do one of these jobs or not and what are their ideal working conditions. T asks Ss ICQs "what are you going to discuss?". T monitors and provide help if needed. T takes note of any errors which may need correction later. T gets FB from Ss.