Socializing at Work

Objectives:

• The learner will create a social conversation at work using good and bad weather adjectives and phrases to express surprise.

• The learner will review the present perfect continuous, present continuous, past continuous and future continuous tenses. 

• The learner will correctly pronounce lesson vocabulary

Duration:

    4 hours

Materials:

• Future Continuous Quiz

• Past Continuous Quiz

• Present Continuous Quiz

• Ready to Go 3, Joan Saslow, Pearson Education, 2003, pgs. 2, 3, 6

• White board and markers

Activities:

1. Learners begin with a think-pair-share activity: "What do you talk about with people at work? Make a list." After learner pairs compare lists, teacher writes topics on the board, correcting spelling and pronunciation, and discussing as needed. 

2. Teacher transitions to Ready to Go 3, Part B (p. 2) by introducing the weather as a popular topic of casual conversation. Learners pronounce "Good Weather Adjectives" and "Bad Weather Adjectives." Learners share their own additional adjectives, and teacher writes on the board.

3. Teacher introduces Part A as a conversation that is possible in a break room at work. Teacher models Part A by reading to the class. Teacher then chooses a learner to read the "B" role, substituting his/her name. Learner assumes the "A" role and chooses another learner to take the "B" role. Teacher directs learners to use different weather adjectives each time. Learners continue for three rounds, or until everyone has a chance to read at least one of the roles.

4. Teacher introduces Ready to Go 3, Part B (p. 3) and reads the ways to express surprise while the class repeats. Learners share their own and teacher writes on the board.

5. Teacher completes Part A, p. 3 using the same method as in Part A, p. 2.

6. Learners use the sample dialogues in Part A, pgs. 2 and 3, as models for their own extended dialogue that could take place at work. Teacher forms learner pairs, directing each pair to choose one of the topics on the board from the initial think-pair-phare activity. Dialogues should be 10-12 lines long, use an adjective describing the weather, and a way to express surprise. Teacher provides coaching on grammar and pronunciation prior to learners reading their dialogues to the class. 

7. Teacher directs learners' attention to the first line of Part A, p. 3 ("How long have you been working here?"). Teacher asks learners to identify the tense (present perfect continuous). Teacher reviews the formation of the question and the correct, complete answer ("I have been working here for..."). Teacher distributes Ready to Go 3, p. 6, providing instruction on the use of "for" and "since" with the present perfect continuous tense. 

8. Learners complete parts A and B, p. 6, sharing and discussing answers as needed.

9. Teacher reviews the uses of the future continuous, present continuous and past continuous tenses.

10. Learners complete the past, present and future continuous quizzes at their own pace. 

Assessment:

Teacher monitors verbal and written responses of individual learners and records quiz scores.