Lesson plan

Day and date: 26/02/09

Class and level: upper-intermediate/ secondary school Student-teacher: Maja Petrovic 2546 Unit: 5 Lesson: Listen to us! (survey of the views of young people) Objectives (students): By the end of the lesson the students will have practiced their reading as well as their writing skills. The students will also have acquired new vocabulary items, some expressions (a promotion, the rat-race, the cost of housing, to kick up a fuss, application, a dead-end job, to work one`s backside off, redundant, a downturn), and they will be able to use it in context. Aims (teacher- within areas and language skills): I will be working on the improvement of the students` reading and writing skills. I will also be working on their acquisition of vocabulary items related to the topic of the lesson . I will also be working on the improvement of their cooperation with the activities done in pairs or groups. Assumption: I am assuming that the students are already acquainted with the basic concepts of this topic and that their language competence is good enough to be able to briefly relate their experience to the introduced topic. I assume that they are acquainted with the Future Continuous Tense and their writing skills may be good enough to write the piece of writing based on the (example) text read in class. Anticipated problems and solutions: The students` writing skills may not be good enough The students` writing skills can be improved through guided writing and with further additional practice Materials: Text: Listen to us! , Unit 5 from the Coursebook, posters with vocabulary items and related expressions, reading comprehension exercise handout Methods : The Direct Method(fill-in-the blank, reading aloud), Suggestopedia(posters), Communicative Lg. Teaching(authentic lg.usage, role play), Community Lg. Learning(small group tasks). Procedures:

Warm up & linguistic introduction (5 min)(T-S, S-T) The teacher greets the students and as a lead-in is asking them for predictions about their own future, whether they have already had some job experience: *How do you imagine your near future? *What are you interested in? *Which job would you like to do? *Where would you live? Aim: this should help the students focus their attention and get interested in the topic Presentation(10 min)(T-S, S-T) The students brainstorm on the main topic(jobs)(*What first comes to your mind when you think of JOB) and the teacher elicits their associations and asking each student(6-8 examples) to write it on the blackboard around the cloud with JOB word. Then the teacher supplies the students with new vocabulary items and explains whenever is necessary as short is possible or giving sentence as an example. Aim: to introduce the basic topic of the lesson and to introduce and get students acquainted with a new vocabulary items before reading task. Practice( 15 min) (T-S, S-T, S-S) The teacher divides the students into two teams and distributes each team a half of the text. The teacher is asking the students, each team, to read their part of the text on their own and after the reading each member should sum it up on the paper and then exchange the papers with information with the partner from the other team. After the further reading the students are asked to do the Reading Comprehension exercise (no.1) by (the Ss) reading each sentence aloud and supplying the answer (T/F). The students are asked to fill-in the blanks with the missing words(exercise no.2) in pairs and after few minutes they read whole sentences. (5 min) Aim: to practice reading and writing and to check on students understanding of basic ideas and information from the text as well on their vocabulary from the lesson; to improve their cooperation by working in pairs HW Assignment(1 min) written on the board for the students to write it down in their notebooks: Carry out the survey (in school, on the street or on the internet) and make a brief report for the class Aim: to check whether the students have understood the lesson and to practice writing a survey (within a context already given).

Production (15 min)(T- S, S- S ) The students are divided into groups of four and asked to do the interview for a survey. They choose a topic together(as from their lists of topic) the 2 of them are writing down question for an interview(* make 3 questions for a survey interview), while the other two students have a task to discuss their answers on topic and write down useful expressions(*write down some expressions that you can use when answering question of a survey)- related to their topic.(5 minutes given).The teacher is giving separate sub-tasks: one student asks question(*ask questions ) to the other to be interviewed(*answer the questions by using some expressions written before), while the other student from the first group writes down the answers(*write down the answers) and the forth one is to report on their presentation(*write a few sentences as a report on interview). Reading of reports Aim: to practice writing of a survey interview, report and reading; to improve cooperation by working in groups of four. Closing The teacher thanks the students Additional activities (3 min):
1. Match the following expressions: A) To kick up B) To be made C) To work D) To start E) To get F) To pay off G) To manage ___ one`s own business. ___ to keep one`s job. ___ debts. ___ redundant. ___ one`s backside off. ___ a fuss. ___ on the property ladder.

(5 min) The students(in pairs) are asked to relate the topic to their experience and make a list of things they consider should be important in their future life (finding job, saving money, start own business, leave the country, changing jobs)/or they can make notes under similar headings- they are given 5 minutes to make a list

(7 min) Revision box : the teacher has a box with the pieces of paper on which some vocabulary items from the lesson are written. The students are divided into groups and they have to write the definition for their word on the other side of a paper
Handout 1. Check whether this statements are true(T) or false(F):

Joe is going to work his backside off to prove that he can make it. Alex Williams is a plumber. Ellie is going to start her own business. Peter is not so relaxed about future. Amber doesn`t know what she wants to do. Bob is going to leave the country and live somewhere else. Kylie is interested in politics.

2. Fill in with missing words: He was made r___________ from his job yesterday. You have to fill out the a_______ f____ if you want to apply for this job. He found a great job with prospects of p__________. Joe doesn`t want to end up working in a d______ job like his dad. They predicted a severe economic d____________. The politicians are always b_______ on about the same old things. It will take me few years to p__ my d_____ off.

Poster with vocabulary items and expressions:

A job with prospects of promotion

/of making progress

A rat race To kick up a fuss To bleat on A dead-end job To work ones backside off To be made redundant A downturn

Competing aggressively to be successful in job/life To complain loudly about something Complaining in an irritating way A job without prospects of progress

To work very hard Left without a job, fired Economic/business crisis