So, this is a little listening lesson, pretty tricky unless it is scaffolded properly. It also shows students some conditionals in a natural situation, which is always a plus in my book, it can conveniently fit into either a lesson on work or comedy, but for the purposes of this, it is as a bit of a break from a unit/week on work.
Do let them listen a few times, especially at the beginning, as it is pretty fast. Your job as teacher is to stop them getting discouraged and to explain that the reason for this is to try to bridge the gap between what they do inside the classroom and what happens outside those walls.
Enjoy
Aims: expose students to real conversation, show grammar, conditionals, in a real context, focus on pronunciation, sentence stress.
Time: 1hr +
Level: High int +
Procedure:
The worksheet should be fairly easy to follow so the procedure would be to follow that, rather than me writing a lengthy one here. But do have a look before you go into class as i’ve tried to really mix the activities, listening as the main background activity with lots of things coming off it
I would recommend putting in the time for students to reflect on what they have seen as for this I think it is important for all lessons, but especially this one.
Here are the answers to the word stress exercise at the end, feel free to disagree but this is what I hear.
T. Hey dude
G. Give it back
T. I’m just using it for a second
G. It’s got my name on it, Gareth
T. No, it says Garet, actually, but
G. Ask if you want to borrow it.
T. Yeah, you always say no mate, so what’s the point
G. Perhaps that’s why you should ask
T. Gareth it was just there ok
G. Yeah, that’s its home, leave it there.
Also, you could obviously go onto connected speech at this point or other pronunciation features, depending on how your students are feeling.
Materials
Worksheet: the-office-worksheet
textploitation 