tina tina

Millennials in the work place
B2 level


In this lesson, students are going to improve their receptive skill through reading a text. First, they will learn some new words in the context of the workplace. Secondly, they will practise reading for gist and detailed information. Finally, for the freer practice, they will have a personalised writing task.


Abc PP slides
Abc WB

Main Aims

  • For students to practice reading for gist and detailed information in the context of the workplace.

Subsidiary Aims

  • For students to practice writing for fluency in the target language that they have learnt in this lesson.


Warmer/Lead-in (3-5 minutes) • To engage the students in the context of the workplace.

- T shows a picture and raises this question: Where is a satisfying workplace for you? - Ss engage in conversation with the teacher and give their answers.

Pre-Reading/Listening (10-12 minutes) • To reduce blocking words and make the text easier to understand.

- T elicits the meaning of the blocking words by asking Ss to match the definition with vocabulary. - Ss will have 3 minutes to do it. - provides the answer key and asks CCQs: turnover rate--> are we talking about the profit or employees? (employees) are the employees happy to stay in the company, or do they want to leave? (want to leave) employee retention--> are we talking about the companies' ability or the employees' ability? (company) if a company do not give good salaries, are they good at employee retention? (no) ethics--> if I always am late for work, do I have good work ethics? (no) if I am an honest person, do I have ethics? (yes) to strive to--> do we strive to be successful? (yes) do we strive to engage in a normal conversation? ( no) excessive--> if we eat excessively, does it mean that we do not eat enough? (no) If we love someone excessively, does it mean it is more than usual? (yes) threat--> if someone holds a gun at you, is that a threat? (yes) if your boss tells you to do your job better or you'll be out of the job, is that a threat? (yes) - T drills the words. - T gives FB.

Skimming (reading for gist) (8-10 minutes) • To get a global understanding of the text.

- T gives 5 minutes to the Ss to read the text. - T sets the activity in which Ss need to match the heading with paragraphs. - T puts students in PWs they will have 3 minutes to finish the task together. - T monitors, gives FB. - provides the answer key.

Scanning (reading for specific information) (5-10 minutes) • To find specific information in the text.

- T sets up the task which Ss have to read the text again and answer questions. - Ss will engage in the task for 4 minutes. - T monitors, gets FB from Ss. - T shows the AK.

Reading for details (comprehension) (5-10 minutes) • For learners to gain a deeper, more comprehensive, understanding of the text.

- The task for Ss is to see if the statements are true or false. - T puts Ss in PWs - Ss engage in the task together for 4 minutes. - T monitors and gives FB - shows the AK.

Follow-up (5-8 minutes) • To give learners a chance to practice writing based on their understanding of the text.

- T asks Ss to write what makes them happy in their workplace. - T asks Ss to annotate on WB and write 3-5 personal sentences. - T monitors and help if they need it.

Feedback (2-3 minutes) • To highlight the mistakes Ss have made during their freer practice.

- T writes some of the mistakes on the board that were noticed during the freer practice. - T praises who used the target language correctly.

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