Maher Maher

Discrimination at work
Upper-intermediate level

Description

In thins lesson, Ss will listen to and audio file that contains discrimination lexis, they will practice two sub-skills of listening (specific info - detailed). the lesson will start with a job ad to set the context. then a vocabulary activity to get Ss exposed to the words in the listening file. The lesson will end with a discussion about the audio file, then it will be personalized about the Ss job and things that irritate them.

Materials

Sjjnniw7rq2e5obakjtq opener image Opener Image
3qcgxfbgq0emetrbkq1t listening for gist Listening for gist
Yufphoefstsegbkkhlhe specific and detailed information Listening exs
Ih9qu50lqfmy62fdtwn7 audio script Audio script
Wb5htd7mrwesm05dxrme crossword Vocabulary HO
8xikuwisqc8i45jhgkfq freer activity Post listening activity

Main Aims

  • To provide specific information and detailed listening practice using a text about gossiping about firing employees in the context of discrimination

Subsidiary Aims

  • To provide practice and review of thoughts and beliefs words in the context of discrimination

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

-T sets the context by showing SS picture of bored people. -T asks students to discuss in pairs the question written at the bottom of the picture. -T will prompt Ss to use -isms words (if they know them).

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

-T will present an HO to Ss which contains the -isms words as a crossword activity. -Ss will be divided into groups. -in their groups, Ss are to complete the activity. -T will provide a hard-copy answer key. - T will use CCQs to check Ss understanding. CCQs *Do optimism and pessimism have the same meaning? * Is the word nationalism related to people love for each other? *Is the word Idealism related to hight?

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

-T will show Ss a picture with two questions. -Ss will read the questions before listening, then T will start the audio. -after 1 min, T will stop the audio. -Ss are to discuss the answers in pairs then give FB to T. -T will correct the FB if ant mistakes. -T will provide a folded HO to Ss. He will emphasize on keeping it folded. -T will ask Ss to do ex1 while listening. -Ss are to fill the gaps to complete a part of the dialog of the audio file. -T will provide answer key on the projector.

While-Reading/Listening for detailed comprehension (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-T will ask Ss to unfold the paper to do ex2. -Ss will see 8 sentences 4 of them are incorrect. -T will start the audio file again, but this time, he will pause after each 1 and a half min (if needed). -Ss will check their answers with a partner. -T will provide an answer key.

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T will present a picture to Ss with 4 questions. -2 of the questions are about the audio and 2 about Ss' work. -Ss will discuss in their groups the questions given. -T will monitor and take notes for the delayed error correction. -Ss will be regrouped to share ideas with another group. -T will give content FB.

Web site designed by: Nikue