To provide gist, specific information and detailed listening practice using a text about someone who is late for work.
To provide fluency speaking practice in a role-play in the context of being late for work
Procedure (41-51 minutes)
Teacher asks the class, what are the highest paying jobs in the USA? Teacher points to the Powerpoint and explains that lawyer is number 5. Teacher tells students to work in pairs and brainstorm jobs for 1,2, 3, and 4. Students then share their ideas with the class. Teacher changes the slide and reveals the answer asking, were you surprised? do you know these jobs?
Teacher passes out the handout and tells students to read the sentences and match the words with the dictionary definitions below. Students do the answers on their own and then check with peers. Teacher changes the slide on the Powerpoint so that students can check their answers. Teacher drills the words with the students and draws a dot above the stressed syllables. Teacher tells students to turn the handout over and cross out the word that does not go with the verb. Teacher models the first sentence. Students work in pairs. Teacher asks students to come to the board and cross out the word that does not belong. Teacher points out that we take notes in a class or a meeting and we write someone a note when we leave a short message. Teacher highlights prepositions in work for a company, work in an office, go to meetings, write to a customer/company and the use of the in answer the phone. Teacher gives the collocation have a meeting as an example. Time permitting: students talk about what they do at work or what people they know do. Teacher gives an example: I go to meetings and work in an office, when I'm not in the classroom. This activity could also be saved for the end as filler.
Teacher tells students to look at the pictures and asks,what are these people doing? what are their names? what time is it? Teacher tells students to listen and answer the question, what is Frank's problem? After the listening finishes, students share their answers in pairs and then share as a class. Teacher asks students to listen again and choose the correct answers from the handout. After the listening finishes, students share their answers in pairs and then share with the class.
Teacher asks students to work in pairs and decide who says the sentences on the handout-Frank,Janet, or Liz? Students listen again in order to check their answers.
Teacher uses the Powerpoint to explain that student will do a role-play. One student is late for work and calls the boss. The other student is the boss. Student explains why they are late for work. Teacher encourages students to use present continuous, vocabulary, and collocations. Teacher gives examples: I'm waiting for the MetroBus but I can't get on! There are too many people! Are you going to sign the contract without me? Students work in pairs. Students perform their role-play for the class.