SCHOOL: Liceul Tehnologic “Dimitrie Bolintineanu”

NAME: Cirstea Silvia Mihaela

LESSON PLAN

DATE: 28th May 2024

CLASS: 11th E (Economics, 2 classes/week)
LEVEL: Upper Intermediate

TIMING: 45’
TEXTBOOK: Upstream Advanced Student Book
UNIT: A JOB WELL DONE
LESSON: People on the Job, The Right Job

TYPE OF LESSON: Building up business vocabulary; Consolidating communication

SKILLS: Vocabulary, Speaking,
INTERACTION: Teacher-student, student-teacher, work in teams
AIDS: Laptop, worksheet, coursebook, Apps: Mural, Wordwall, interactive board

TEACHING TECHNIQUES: explanation, exemplifying, stimulating oral interaction, simulating

real life situation, role play
POSSIBLE PROBLEMS:

-some students might need further help and extra indications in solving the tasks and they may also
need some of these indications to be given in Romanian;

-some students might feel nervous and reluctant to participate in the activity, so they may need
assistance;

ARGUMENTATION: As students in Economics, it seems appropriate that they learn to use

vocabulary closely related to their field of study and quite possibly to
their future career. By building up their specialized vocabulary, students
will be able to apply some of the knowledge they acquired in the various
Economics classes in different professional situations, using English as a
main language. The communication activity will help develops in
students the ability to be fluent, relevant, to the point and persuasive,
recommended particularly in situations like job interviews.
SPECIFIC COMPETENCES:
1.4, 1.5
3.1, 3.2
4.3
LESSON AIMS:
1. to expose students to an authentic life situation
2. to allow students to practice discourse on a given topic
3. to correctly use specialized terminology
4. to simulate communication in real life situations (job interview)

OBJECTIVES: 1. Students will master vocabulary from the field of Economics and business
2. Students will be able to express themselves fluently, relevantly, persuasively
and
to the point

EVALUATION: - continuous –through observation and analysis of answers

- direct oral evaluation through oral exposition
- assessment by peers

STAGES:
ACTIVITY 1: Warm up
Aims: - to encourage students’ involvement
Procedure:
Teacher’s activity: Teacher greets students and makes small talk. to encourage speaking. The students
answer the teacher’s questions.
The teacher checks the attendance.
The teacher checks the homework (exercise 3) and the students correct the mistakes, if necessary.
Interaction: T-Ss, Ss-T, whole class
Timing: 5’
ACTIVITY 2: Review and lead-in
Aims: - to build up and consolidate specialized terminology from the field of Economics and terms
related to professions
Procedure:
Teacher’s activity: The teacher announces the students that they will receive a link.
She informs the students that the spider gram will help them consolidate the specialized terms used in
the exercise done at home. She explains to the students that they need to look at the chosen words in
exercise 3 and place them under the correct category in the spider gram (Activities, People, Places,
Aims, Things). When the spider gram is completed she asks students to add other words that may be
related to the categories.
Students’ activity: Students listen to the teacher’s explanations, open the link and fill out the spider
gram
Interaction: T-Ss, Ss-T
https://app.mural.co/t/jobs6869/m/jobs6869/1716707169748/
d19eaea03edb738394ddbd1577a9097e253ea636?sender=udd4ac7d375a683afffee5845
Timing: 10’

ACTIVITY 3: Applying Vocabulary

Aims: - to allow students to consolidate the vocabulary
Procedure:
Teacher’s activity: The teacher explains to the students that they will work in teams and that they need
to draw up a company presentation using most of the words in the spider gram. The students will assign
a leader of their team to deliver the presentation. One team will be assigned as jury and after hearing all
presentation will decide on the best business presentation. The winning team will receive a diploma, a
virtual investment fund of 10,000 Euro and candy.
Students’ activity: Students work on the company presentation. Students deliver the presentation. The
jury decides on the winner
Interaction: T-Ss, Ss-T, S-S
Timing: 10’

ACTIVITY 4: The Right Job - Simulating a Job Interview

Aims: - to consolidate communication and fluency in speech
 - to use specialised vocabulary
Procedure:
Teacher’s activity: The teacher once again refers to exercises and vocabulary studied previously –
exercise 1a. She reminds the students about the jobs and their characterization done in the previous
lesson and then invites them to play a matching game. She sends the links and asks students to match
jobs with appropriate adjectives.
Students’ activity: The students open the link received and match.
<iframe style="max-width:100%"
src="https://wordwall.net/embed/e7bee4765e334c9a823e47739c892bac?
themeId=1&templateId=3&fontStackId=0" width="500" height="380" frameborder="0"
allowfullscreen></iframe>
Next the teacher asks students how does an employer know a person is right for a job. Expected
answer: job interview. She explains that they will simulate a real life situation, namely a job interview.
She asks 2 students to volunteer as employers and 2 students to volunteer as candidates. She then
distributes worksheets with question prompts for the employer and answer prompts for the candidates.
She then asks the students who are playing the part of candidates to choose one of the jobs from the
list, or another of their choice, as the position for which they are applying. Then she asks the students to
act out the job interviews.
Interaction: S-S
Timing: 15’

ACTIVITY 5: Follow-up
Teacher’s activity: The teacher asks the students to imagine that they got the job. She then asks them
to look at the exercise on the worksheet: Every Office has one and answer the question. Then she asks
the students which type they think they are or they will be in their professional life.
Student’s activity: The students give answers
Interaction: T-Ss, Ss-T
Timing: 2’

ACTIVITY 6: Assigning homework and evaluation

Teacher’s activity: The teacher assigns homework: she asks the students to solve exercise 8 a and b
Then the teacher makes some appreciations concerning students’ involvement in the lesson and gives
them marks. The students listen to the teacher’s observations.
Interaction: T-Ss
Timing: 3’
WORKSHEET

Home assignment given in the previous lesson

Upstream Advanced SB pg 122 ex 3a

Exercise 1. Spidergram
Application: Mural
Link:
https://app.mural.co/t/jobs6869/m/jobs6869/1716707169748/d19eaea03edb738394ddbd1577a9097e25
3ea636?sender=udd4ac7d375a683afffee5845

Exercise 2. Write a company presentation using as many of the words in the spidergram as
possible
Exercise 3. Match jobs with the adjectives that best describe them.
Application: Wordwall
Link: https://wordwall.net/embed/e7bee4765e334c9a823e47739c892bac?
themeId=1&templateId=3&fontStackId=0
Or QR code

Exercise 4. Role play

Act out a job interview with a classmate using the following table. Put the questions in order and
complete them. Give appropriate answers.

Exercise 5. EVERY OFFICE HAS ONE

the whiz, the perfectionist, the paper shuffler, the gossip, the stirrer, the workaholic, the slave driver,
the techno-freak, the yes-man
Questions:
1) Which are positive and which are negative types?
2) What type are or will you be?
Homework. The Right Job

Which of the following people would be right for the job?

A. Someone with both technical and management skills
B. Someone who is patient, empathic, creative and has the ability to arouse interest for a specific
subject
C. Someone who is a good leader, works well under pressure, is empathic, and has good
organizational and communication skills
Which of the three jobs do you find most appealing? Why?
 WORKSHEET
ANSWER KEYS
Exercise 1: EX. 3a p. 122 (home 0assignment)
1. go on strike, 2. laid off, 3. bonuses, 4. Wages, 5. Recruits, 6. Department, 7. Overtime, 8.
References
Exercise 2. Spider gram: Company
People Activities Places Aims Things
Apprentice Go on strike Department Profit Bonuses
Union Laid off Head office Business success Wages
Staff Work overtime Promote References
Job Customer grant
Vocation satisfaction
Task Customer loyalty

Exercise 3: Match game

Refuse collector – grueling
Business executive – stressful
Computer programmer – stimulating
Graphic designer – fulfilling
Assembly-line worker – mind numbing
Talent scout – glamorous
Plastic surgeon – demanding
Dental hygienist – mundane
Civil servant – secure
Fire fighter – strenuous
Sound technician – physical

Exercise 4. Role play

How would you describe yourself?

Tell us about your qualifications/your experience in?

I hold a degree / diploma in
I have been working as ………. for ………

Why do you want to work for us?

I feel that my experience ……
I’m after a job that

How can you contribute….?

I have always thought that one of my assets is …….

What do you look for in an employer?

Is there anything else you would like to ask?

Exercise 5. Every Office Has One

Homework. The Right Job

Which of the following people would be right for the job?
A. Someone with both technical and management skills – FAIRFAX BUSINESS MEDIA
 B. Someone who is patient, empathic, creative and has the ability to arouse interest for a specific
subject – THE ALDINGBOURNE TRUST
C. Someone who is a good leader, works well under pressure, is empathic, and has good
organizational and communication skills – THE EMPLOYERS’ FORUM ON DISABILITY
Which of the three jobs do you find most appealing? Why?