Maher Maher

Discrimination at work
Upper-intermediate level


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.


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


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