Work-Life Balance, Speaking and Listening
To provide gist and detailed listening practice using a text about importance of balancing career and free-time activities in the context of work-life balance
To provide fluency and accuracy speaking practice in a discussion in the context of work-life balance
Procedure (40-50 minutes)
Teacher shows the picture of scale on the board, and asks students to guess what the picture is about? Expected answer: scale, balance Teacher shows a picture of scale with “work” written on one side and “life” on the other, and asks what it means? Teacher asks students “who works?” how many hours do you work? Or if they are all students, how many hours do you go to school? How many hours do you do homework? Give them some time to discuss.
Pre-teaching of Vocabulary: T explains that learners will need to know some words for the activity they will do in a few minutes. I have no work, no school? I should go running or go to the gym. What do you do when you have no work or no school? What is the word for the time when you have nothing to do? Free-time So running, going to the gym are my free-time activities, do you have free-time activities? What do you do on your free-time? (Ask one or two students) answer may vary What about when you are with your friends and family? What do you do with them? Do you spend money with them? What else do you spend with them? (What is Brad Pitt doing?) Spending time with his family Spend time with your friends and families. At (on) the weekends, you are not working. You are on the beach, lying down. What are you doing? Relaxing But on Monday, you have lots of work. You are at work till 11 pm, what are you doing? (Show picture of man sleeping on computer) Staying late at work You didn’t finish your work, but you are tired. You want to sleep. But you can’t sleep. What do you have? (Show picture of girl on the bed looking at clock) You are having trouble sleeping. Pre-listening practise task: Teacher writes on Board: Do you live to work or work to live? Ccq: Is work the most important thing for you? Do you work only to get money to live? Which one do you belong to? (Ask few students) Show the questionnaire: “look at the questions here, you will read the questions. If answer is yes you tick (with gesture) and write your score or cross (with gesture) if the answer is wrong and 0 score.”Demonstrates on board: 1. Like to work? Me tick (2 points) cross (0 point) Only do the first line (showing handout) Then she gives handout and asks them to fill it up and calculate their score. Once they are done, ask them their score and have them read the answer key. Then teacher asks “Do you agree with the score?”Why /why not? She gets students to ask her questions from questionnaire and get them to calculate score. Once they are done, “now you are going to stand up and find 2 friends and ask them these questions and tick mark on here and here (shows on questionnaire) ICQ: • Are you going to ask one or two students? 2 T asks them to mingle. Once everyone is done asking 2 students, teacher will set them in a group and compare their answers. Elicit score: Writes on the white board: 0-2 points = you live to work
T tells students they are going to listen to the tape and they will answer few general questions. T gives handout to students but will ask them to fold in the middle. T asks students to check in pairs and provides open class feedback
Teacher will asks them to unfold the paper and read questions (2 min) T plays the recording. Teacher asks students to check their answer in pairs and if necessary plays the tape again and have they to consult in group. Teacher gives feedback and answer sheet as well.
T introduces task with an example: My husband loves to work. he is happy even when he stays late at work. It gets very busy at work sometimes but he loves it. DO you know anyone who loves working? (pointing to one student) Teacher gives them handout with few questions and gets them to ask each other and discuss in pair. Optional Activity: If there is time, T asks students to write about their partner using the information from the questionnaire. Demonstrates with example: Merve is a student. She likes her classes. she relaxes at weekends...