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Politically Correct TP5b
Upper-Intermediate level


In this lesson, the students will learn about asking for and giving clarification through practising listening in which two people at work are discussing one of their colleague's sacking. The students will also be exposed to the vocabularies with the suffix -isms indirectly. They will complete listening exercises and do controlled practice in terms of language analysis.


Abc Audio Aid
Abc Projector

Main Aims

  • To provide gist and detailed listening practice using a text about sexism and ageism in the context of someone's sacking at work

Subsidiary Aims

  • To provide clarification and practice of language used for asking for and giving clarification in the context of some


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

A caricature from the student's book is projected on the WB. Tell students to look at the people (How do they look?). Then ask them to concentrate on the statement below and discuss about it in pairs for 1-2 minutes. Ask some of them to share their ideas with the whole class.

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

Project the job advertisement from the students book on the white board. Ask students to read it individually and to discuss the question "Why might this job ad cause offence?" in pairs. Then distribute the advertisement as hand-out. Let them share their ideas with the whole class. Project following two questions from the student's book and tell them that they will listen to a conversation between Anne and Di and should concentrate on the questions while listening. -Who was responsible for writing the advert? -What problems has it caused? After the listening is completed, get the answers from the students.

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

Now ask the students to listen to the conversation one more time for details. Project exercise #3 and tell the students to check if they are correct or not and distribute the handout. Also add that if any of them is false, they should correct it. After they check the answers in pairs, feedback is given with the whole class.

Post-Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Make groups of 3 or 4 students. Ask them to discuss and write down the reasons why Frank is not popular at work. Ask them if Frank has deserved to lose his job or not. Let the groups share their ideas with the whole class.

Functional Language (10-12 minutes) • To provide students clarification and practice for functional language

Project the exercise #1 about the Functional Language: asking for & giving clarification on the white board and ask the students to match a and b with the correct sentences. Distribute the handout to the students. Do the first one as a model by eliciting the answer from the students and let them continue in pairs. Then check the answers with the whole class. Continue with the exercise #2 and ask the students to fill in the gaps with the expressions from exercise #1 in pairs. "Are you going to fill in them on your own? No" After it is completed, check the answers with the whole class.

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