Display the title 'Taking a break from work', explain that we're talking about three types of breaks here: the regular type of breaks from routine at work (e.g., for lunch often between 12pm and 1 pm in the US), annual paid vacation (10-14 days after 1 year in the job in the US) and career breaks (a relatively modern concept and not necessarily one that will be familiar to students from all parts of the world. The notion of ‘gap years’ for professional people has also become acceptable in some businesses. After working for a number of years, a person can request extended time off or a ‘sabbatical’.This could be to travel round parts of the world or to take an extended holiday. In fact, some research now suggests that companies offering career breaks are able to recruit and keep good staff. ) Elicit some responses from Ss OC and compare them with the averages from the US. How long are the lunch breaks in your country? Do you prefer a late or early one? Do people get enough paid vacation days per year in your country? What is the average people get after 1 year in the job? How common are 'career breaks'* in your country? What do people use the time for? *a period of time when you do not do your usual job, either with or without the support of your employer, for example, because you have children to care for or want to study.

Share G-Form via chat. Tell Ss they will hear 4 dialogues A-C and need to select the main topic of the conversation for each one. Show Ss they need to click one circle for each dialogue (only one choice is possible). At end of 3 mins ask Ss to submit answers. Use response tool to see if Ss had difficulty with any in OCFB. Answers: Dialogue A Planning vacation time Dialogue B Taking a short break at work Dialogue C Enquiring about a former colleague Dialogue D At a job interview

Screenshare the G-Form and draw attention to the audioscript of the four dialogues. Point out the four gaps in the text. Ss have to listen again and choose the correct form to follow the verb. Note that in one case both are possible. Do an example: is it the infinitive or the gerund (-ing form) that follows remember? Ss listen and check. Answers: Dialogue A: What about you, did you remember 1 to book time off for your next holiday? Dialogue B: Do you prefer 2 taking / to take an early or a late lunchbreak? Dialogue C: She stopped 3 working when she injured her back. Dialogue D: What is one decision you regret 4 making in your career?

M-clarification steps: 1. Screen share the G-Doc. OC. Tell Ss to read the pairs of sentences 1-5. Ask: In which pair of sentences is there little or no change of meaning of the verbs in bold before the use of the -ing form and infinitive form?Answer: in sentences 3a and 3b there is little or no change in meaning. Elicit any opinions Ss might have about the difference in meaning between the other sentences. 2. Explain that some verbs can be followed by either the -ing form or the infinitive form with little or no change in meaning. For example, the verbs like, hate, love, prefer, etc.: I prefer working on my own. I prefer to work on my own. Some verbs can be followed by either form, but the meaning changes. For example, the verbs remember, forget, go on, stop and regret. Ask Ss to complete the table with the sentences (a or b) in 1, they should look at the pairs of sentences 1-5 as they do it. Put Ss in pairs in BORs 4-5 mins and monitor closely. Check answers OC: remember (and forget): to talk about memories 1 a; to talk about necessary actions 1b go on: to talk about continuing actions 2a; to talk about a change in actions 2b stop: to talk about an action which ended 4a; to talk about the reason for stopping 4b regret: to express you feel sorry about something you did 5a; to introduce bad news 5n. Ask 1 or 2 CCQs from TLAS where appropriate F-clarification steps: Draw Ss attention to ex 3 on G-Doc. Tell Ss to study the examples A-C and match them to the rules of form. Put Ss in pairs in BORs 3-4 mins and monitor closely. Check answers OC: 1. When a verb follows a preposition it is connected with, it always takes the -ing form rather than the infinitive. Example B 2. Identify the sentence with the negative form of the gerund. Example A 3. Certain verbs are followed by the gerund. Example set D 4. Certain verbs are followed by the infinitive with to. Example set C A. He’ll regret not taking that vacation time. B. I’m keen on travelling, but I'd be worried about taking a whole year off. C. He has agreed to come to the office and do the psychometric test. She refused to answer any questions about her vacation. D. Sheila admitted leaving work early that day. She can’t stand staying at the office after everyone has left. In FB, make Ss aware that if they look up a verb like want or enjoy, it will tell them if the verb that follows is in the -ing or the infinitive form.

Show G-Slide. Ask Ss to work individually and choose the correct form of the verb in italics. Share link in chat and ask Ss to find slide with their name on it. Time: 3 mins. Give OC feedback. Answers: 1 Sorry, I didn't remember to send you the job description. 2 I'll never forget visiting Singapore for the first time. 3 After working at our Paris office, I went on to run the office in Berlin. 4 Stop doing everything yourself. Learn to delegate! 5 I'm sure they'll regret not taking a career break later in life. 6 They forgot to bring the contract for your signature. 7 I'm late because I stopped to see a client on the way here. Play audio. Ss check answers (show answer key on G-Slide to confirm) Pronunciation clarification steps. Tell Ss they should use the underline tool to indicate which words the speaker stresses. Demonstrate how to do this. Ask Ss to listen to the first 4 sentences in the CP again. Assign each individual S or pair of Ss a slide. Show answers. As they compare with the answers, ask Why does he [the speaker] emphasize these words? The words the speaker stresses are main verbs, negative auxiliaries, nouns and adverbs. They are important for conveying the speaker’s message. Words that just have a grammatical function (e.g., for, to, the) are weak (/fə/, /tə/, /ðə/) 1 SORRY, I DIDN’T REMEMBER to SEND you the JOB DESCRIPTION. 2 I'll NEVER FORGET VISITING SINGAPORE for the FIRST TIME. 3 AFTER WORKING at our PARIS OFFICE, I WENT_on to RUN the OFFICE in BERLIN. 4. STOP DOING EVERYTHING YOURSELF. LEARN to DELEGATE! Microphones off. Ss repeat sentences chorally. If time, nominate a couple of Ss to repeat #1 and #4.

Students complete the questions 1–4 with the correct form of the verb in brackets and check their answers OC. Answers: 1 working 2 dealing with 3 to do 4 making. Discuss the first question together, e.g. the interviewer wants to know whether the time when you were not working was spent usefully, or not wasted, or perhaps happened because of something personal or otherwise important. A successful candidate would be honest here, and, if they took time off to travel, it would be a good idea to say what they learnt, what experiences they had, how they benefited, etc. Put Ss in BORS to discuss (2-3 Ss). Monitor. Listen out for good ideas to share in OC and examples for correction related to gerund/infinitive