Polina Polina

Delta 2 Diagnostic Lesson 24.04.18
Intermediate B1+ level


Abc In Company 3.0 Pre-Intermediate Unit 10

Main Aims

  • To provide review of of modals for obligation and necessity in the context of work-related stress and company rules.

Subsidiary Aims

  • To provide gist and specific information listening to expand the vocabulary for speaking about attitudes to stress and work-related stress.


Pre-lesson Introduction and questionnaires (10-15 minutes) • To introduce myself to students and to gather the information about them for my Class Profile of LSA 1

I start with a few words about who I am and why I'm going to teach them. After that, I ask Ss to write their names on sheets of paper so that I could approach them by their first names. Finally, I introduce the questionnaire and ask them to fill it in, providing explanation about why I need it.

Lead-in/Warmer (5-8 minutes) • To introduce the topic of work-related stress and activate Ss schemata.

I distribute Handout 1 and ask the students to read the list of factors that produce the most stress. 1. What are the top three factors, in your opinion? Tick them in the list and think about the reasons why they are so stressful. Discuss in pairs. WC feedback: volunteers/nominating. Collect some ideas on the board: factor - reasons. 2. What are the most stressful factors in YOUR job? Time to think. WC feedback.

Listening for gist (8-12 minutes) • To extend the context of work-related stress and provide material for further discussion

We're going to listen to four random people in the street who talk about the stress they experience at work. While you're listening, think, who is in the best/least stressful situation an who is in the worst/most stressful situation and why? Boardwork: column 1 - best; column 2 - worst. Discuss in pairs, WC feedback.

Listening for specific information (10-15 minutes) • To provide a more in-depth processing of the listening text and to provide Ss with some useful vocabulary to talk about stress

Ss look at the table in ex. 2, read the questions and listen to the interviews for the second time. I write the sentences on the board: 1. I get a bit on edge at times 2. You get to a point where you just can’t handle it any longer. You lose control. 3. I just take each day as it comes. 4. Avoiding stress is to do with mental attitude After the listening we check the answers in pairs and as a WC. I draw Ss' attention to the board and ask them to read the phrases and CCQ them and ask to explain or paraphrase them. Discussion and personalisation: what is your attitude to stress? Have you ever felt like some of these people in the interviews?

Lead-in/Warmer for the grammar part (3-5 minutes) • To provide Ss with some content material to build on while practicing target grammar

Look at task 4 and choose three most stressful jobs in their opinion. Think about the reasons for your choice. Discuss in pairs. WC feedback. Look at the list of the most stressful jobs on page 132 (Handout 3). Are you surprised? What is the most surprising profession? WC discussion.

Controlled practice of the target grammar/the Test part of a TTT framework (10-15 minutes) • To provide controlled practice of the target grammar and to assess Ss and identify any problems/gaps

Ss look at the list of prompts (ex. 5) and compose (orally or in writing) at least two sentences about each set of prompts using has/have to, doesn't/don't have to; are (not) allowed to; are (not) supposed to. Ss look at the model sentences in a), I provide some more model sentence on the board, highlight the TL: Doctors are supposed to be very knowledgeable and experienced. Air traffic controller is not allowed to leave his workplace during the shift. Ss do the activity in pairs. I monitor and gather language for feedback.

Grammar presentation/ the Teach part of TTT (5-8 minutes) • To present/remind Ss of the target grammar forms

I gather examples of Ss' sentences on the board, highlight the TL and concept check the TL, focussing on the meaning, form and pronunciation. have to - instruction, someone else (e.g. your boss) wants you to do that: I have to be in the office at 9 o'clock. don't have to - absence of obligation I don't have to wear an ID badge in the office. (not) supposed to - remind sb about the rules or talk about rules which aren't always observed. We're supposed to park at the back of the building (but I often park at the front). (not) allowed to - to ask/say if something is/n't prohibited Are we allowed to make personal calls from our workstations?

Interviews in pairs. Freer practice of target grammar/ the second Test part of TTT (5-8 minutes) • To provide Ss with the opportunity to practice the TL after its presentation/revision

I regroup Ss' pairs and draw their attention to ex. 6. They have to interview each other about their job like this: In your job do you have to...? Are you supposed to...? Are you allowed to...? Yes/No, (but) (sometimes/often/from time to time/all the time) I have to/am supposed to/am allowed to... Monitor, WC feedback

Company Rules/Free practice of TL (10-15 minutes) • To provide Ss with the opportunity to use the TL in a freer/less serious activity

I remind Ss of funny or ridiculous laws in the US, like (You are not allowed to wear a bathsuit while walking on a motorway). Can they think of some funny rules/laws in their own company? In their office? For example: You are not allowed to roast koryushka in your office kitchen? You have to wear your bosses favourite football team scarf on the day of their game? etc, etc. Ss work in pairs and present their ideas to the class, I write down them on the board. Finalising: choose the funniest rule out of the list on the board, whole class vote.

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