Reading - Is teamwork always the best?
CLB 4 level
To provide gist reading practice using a text about team work and independent work
2. To provide a speaking practice to discuss questions related to the team work and independent work
1. To provide review of vocabulary needed to understand the reading text better: share the work, bring different knowledge, give information, communicate with people, work faster, discuss things with others, quickly decide what to do, waste time, argue with others, be successful
Procedure (50-69 minutes)
The teacher writes the question on the board: "How is work different now from 100 years ago?" and adds some of the categories to elicit the discussion: technology, place of work, type of work, hours of work, equipment, and coworkers. Students have a short discussion about the topic. Each student has to say at least 1 sentence.
Students review the key vocabulary from the text by playing an interactive game on Wordwall.net. In this games students take turns picking a card and making a sentence with the word or expression on the card (share the work, bring different knowledge, give information, communicate with people, work faster, discuss things with others, quickly decide what to do, waste time, argue with others, be successful)
The teacher writes on the board "How do people work?" and shows pictures with examples of team work and independent work. The teacher asks students the question: "What do you see?" "What is the difference between these two pictures?" and tries to elicit "team work" and "working alone".
The teacher tells the students that in this lesson they will learn to quickly understand the main idea in an article. It can be done by reading the first sentence in each paragraph. This is where the main idea usually is. The other sentences in the paragraph just give more details. After this explanation, the teacher sets the timer for 1 minute and students read the article and match paragraphs 1-3 with main ideas a-c. Then answers are checked with the whole class. In the next task, students match paragraphs 4-6 with the main ideas. There are two extra ideas they do not need. Students have 5 minutes to do the task. The answers are checked with the whole class. Students take turns reading the paragraphs out loud and saying their answers.
Students read the text again and then match the reasons a-f that Tim and Lauren give for their ideas with paragraphs 1-6 in the text. Students have 10 minutes to work independently. After that, the answers are checked with the whole class.
The teacher writes the question on the board: "Do you prefer working in a team or working alone? Why?" Students are divided into pairs and discuss the question. They have 5 minutes to do the task. After that, each student tells the class what their partner's answer was. Before students get to the task, the teacher uses the ICQ technique to check if the students understood the instruction.
Students answer the questions using ideas from the text: "Which of the activities below do you prefer to do alone? Which do you prefer to do with others?" Why? (cooking, shopping, doing housework, going to the supermarket, organizing an event, studying, watching a film, working). The teacher gives the example: I prefer to cook alone because when you cook alone, you work much faster. Students have 5 minutes to prepare their answers.