Andac Gordu Andac Gordu

TP: 3b
B1 level


In this lesson, students practice reading based on a text about an |ndian call center worker. They have a chance to practice speaking skills through many exercises and learn some new vocabulary about the topic.


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Ffhyycpqose9ayw74urg ho3 HO3
Kprd6rkq5wsuv0jcxwia ho2 HO2
6mfvvvys62fjmwjpolgi ho5 HO5
Nrpulkgqrq0ihirxkn8a ho6 HO6

Main Aims

  • To provide reading exercise using a text about the profile of an Indian call center worker in the context of work & leisure

Subsidiary Aims

  • To provide new vocabulary related to the topic and fluency in a conversation in the context of work & leisure


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

"When you go to work, if your name is on the building, you're rich. If your name is on your desk, you're middle-class. If you're name is on your _____, you're _____." T writes the anecdote on the board, clarifies "middle-class" and elicits ideas from Ss for the blanks.T gives the answers for the blanks and asks Ss what the anecdote describes. (Answer: There is a class system for jobs, where people are labelled.) T elicits the meaning of "labelling". Then Ss discuss in pairs if this is similar in Turkey.

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

T drills some words which may cause problems, eg politician /pä-lə-ˈti-shən/, builder /ˈbil-dər/ , lawyer /ˈlȯ-yər/, DJ /ˈdē-ˌjā/ and gives HO1 to Ss. They have 2 minutes to decide on the two jobs they would / wouldn't like and mark them. Then they discuss reasons for their choices with their partners. T divides Ss into 5 groups. T gives HO2. Ss have 2 minutes to match the words. Then they check the answers on other tables. After that, T gives them the AK (HO3) T writes the questions below on the board and Ss discuss in groups; "How many call-centre workers there are in Turkey?" "What kind of companies use them and why?" "What does a call-centre worker do?"

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

T tells Ss to fold the HO4 and read only the introduction part. Then T gives the papers to them. After they read it, T tells Ss to discuss the questions below in pairs; "Do you know what a call centre worker does?" "Have you ever spoken to one?" T gives HO6 and istructions as Ss have 30 seconds to read the text alone and answer the questions on HO6. ICQs; *How many seconds do you have to read the text? *Will you answer the questions alone or with your group? Then pair check and FB.

While-Reading #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gives HO5. Ss have 5 minutes to read HO4 again but this time in detail and answer T/F questions on HO5. While they're reading T hangs the answers on the walls. Ss walk around the room to check the answers. Then a WC FB to justify why the answers are T or F.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T writes on board; "Have you ever been to a job interview? How was it?" "Do you know anyone who works night shifts? What do they do?" "What is a good starting salary in your opinion?" Ss walk around the room and talk about these topics with each other. Then a quick WC FB.

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