Bob s Job: Compound words

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1 Aim: to present and practise a set of 14 compound words related to jobs Level: intermediate to upper-intermediate Class size: any size (large or small groups, one-to-one) Time: 90 minutes of activities Lesson plan: 1 Lead-in 2 Predict / pre-teach vocabulary 3 Listening 1 (comprehension) 4 Focus on vocabulary / predict vocabulary 5 Listening 2 (listening for key words) 6 Vocabulary presentation (form, meaning, pronunciation) 7 Reinforce vocabulary 8 Controlled practice of vocabulary 9 Controlled practice (communicative speaking) 10 Free practice (discussion mingle) 11 Free practice (roleplay) 12 Homework 13 Revision activity These activities can be done from start to finish as a complete 90-minute lesson, or they can be split up and spread out over several lessons. The vocabulary is introduced in the context of the listening but it is also possible to skip the listening and start the lesson with the vocabulary presentation (section 6). The activities can be done with or without the. Students may find it particularly helpful to use the dictionary during the vocabulary presentation and the vocabulary practice sections (sections 6 1). The listening text contains lots of compound words which are not covered in the presentation or practice sections. All of these words can be found in the. If you have any fast-finishers in your lesson, or if you have advanced-level students, give them a copy of the dictionary and ask them to read the definitions and example sentences for these words. 10

2 1 Lead-in Preparation: Make one copy of page 1 for each student in the class. Fold the page along the dotted line. Write the following on the board (or write answers that are true for you). I m an English teacher. I applied for the job over the Internet, and then I had a job interview. Yes, I do. I like it because I get to meet lots of interesting people. Ask students what questions they would have to ask you to get these answers. Elicit the questions and write them on the board: What do you do? How did you get your job? Do you like your job? Why (not)? Now ask the students to think for a minute about their own answers to the questions. Put students into groups of three. Get them to ask and answer the same questions for 2 or 3 minutes. When the students have finished speaking, elicit some of their answers. Put any interesting vocabulary up on the board in a chart like the one below. (If any students happen to use vocabulary that appears in the listening, take the opportunity to pre-teach it now.) Give students a copy of the folded page 1 so they can write the vocabulary in their own copy of the chart. I like my job because I get to meet lots of interesting people. I have a lot of job satisfaction. I do a lot of overtime. I have a heavy workload. I don t like my job because it can be very stressful. 2 Predict / pre-teach vocabulary Preparation: You will need a picture or photo of a man (e.g. from a magazine, etc.). Show students the picture. Tell them that this man is called Bob and that they are going to listen to him talking about his job. Tell them that Bob works in a call centre. Ask the students if they know what a call centre is (it s an office where a large number of people work using telephones) and ask them what people who work in one do (they telephone people in order to do research, or to sell something, or they talk to customers). Before they listen, ask students to read the questions at the top of page 1 and try to guess what Bob s answers might be. They should briefly discuss their ideas in pairs. Elicit some ideas and, again, if any students happen to use vocabulary that appears in the listening, take the opportunity to pre-teach it now. 11

3 3 Listening 1 (comprehension) Tell the students that you are going to read the text twice, and that they should listen and try to answer the questions. Read the text aloud twice. After you have read the text, get students to compare their answers in pairs, and then go through them together. You may like to re-read any sections that the students found particularly challenging. Answers: 1 What does Bob do? He works in a call centre and spends all day on the telephone talking to customers. He also has to do coldcalling (= telephoning people he doesn t know in order to sell them something). 2 How did Bob get his job? He got his job through an employment agency. He filled in a form, wrote a letter, and was then invited for an interview and a test. 3 Does Bob like his job? No, Bob doesn t really like his job. At first he enjoyed it, but now there are lots of things about it that he doesn t like. Follow-up discussion questions: After you have checked the answers, you may like to ask students to discuss the following questions in small groups: Would you like to work in a call centre? Do you know anyone who has a job like Bob s? Have you ever had a job that you didn t enjoy very much? 4 Focus on vocabulary / predict vocabulary Preparation: Make one copy of page 2 for every two students in the class. Cut the cards up and discard the two blank cards. The aim of this part of the lesson is to focus students attention on the compound words in the text. Write the following on the board: employment hour lunch agency Ask students to match each word on the left to a word on the right. Illustrate this by drawing a line from lunch to hour. Then write the compound words on the board: lunch hour employment agency 12

4 Put the students into pairs and give each pair a set of the cut-up compound word cards. Tell them to match up the halves to make 14 words. (They should start by putting the numbered cards in order from 1 to 14.) Warn the students that there are two special words which do not have any second part (these are overtime and workload ). 5 Listening 2 (listening for key words) When the students have had time to match the words, tell them that you are going to read the text again. As they listen, they should check their answers and if necessary re-arrange their cards. If the students find the task difficult, read the text a second time. Ask students to check their own answers by unfolding sheet 1 and reading the listening text. The key words are highlighted in bold. Ask students for the special words (overtime and workload) and ask them why they are special. ( = They have two parts, but unlike the other key words, there is no space and no hyphen between the parts). 6 Vocabulary presentation (form, meaning, pronunciation) Preparation: Make one copy of page 3 for each student in the class. Write the following on the board: Overtime Mail order Cold-calling Work-life balance High-pressure Point out to students that compound words are words made up of two or more parts. Here they can see three common ways of forming compound words: 1 Overtime = two parts with no space 2 Mail order = two parts with a space between them 3 Cold-calling = two parts with a hyphen between them Work-life balance = a combination of Ask students to tell you which part of speech each of the words is. Write them on the board like this: Overtime noun Mail order noun Cold-calling noun Work-life balance noun High-pressure adjective (e.g. high-pressure jobs) 13

5 Point out to students that compound nouns are very common, but that there are also many compound adjectives (dead-end is another example from the listening text; other compound adjectives include short-term/long-term, high-paid, well off). Now give students a copy of sheet 3. Ask them to read the definitions and then write the compound words in the gaps, paying attention to the spaces and hyphens. Set a time limit for this. When the students have finished, read the answers aloud to them. Make students aware of the importance of word stress. Tell them that you are going to read the words again and that they should mark the stress on the words, as shown in the example at the bottom of page 3. Read the words again and then check the answers together. Get students to work in pairs and practise saying the words. 7 Reinforce vocabulary Tell students that they are going to play the game matching pairs ( pelmanism ). Ask them to turn their word cards upside down on their desks and shuffle them. They should then place the cards in rows (4 X 7). Player A should turn over a card (e.g. hour), say the other half of the word (e.g. lunch), and then turn over another card. If this second card is the correct one, the player takes both cards (i.e. lunch hour), and then has another turn. If the second card is not the correct one, Player A must turn both cards over and let Player B have a turn. Play continues like this until all the cards have been taken. The winner is the player with the most pairs. 8 Controlled practice of vocabulary Preparation: Make copies of page 4 for half the class and copies of page 5 for the other half. Fold the pages in half along the dotted line. Write the following sentences on the board: I do a lot of. at weekends, but I don t get paid for it. My boss keeps giving me things to do, but I ve already got a really heavy... Ask students to fill each gap with a compound word. I do a lot of overtime at weekends, but I don t get paid for it. My boss keeps giving me things to do, but I ve already got a really heavy workload Divide the class into two groups, A + B. Make sure all the As are sitting together, and all the Bs are sitting together. Give a copy of sheet 4 to each student in group A. Give a copy of sheet 5 to each student in group B. (Make sure the sheets are folded so that the answers are not visible!). Ask the students to fill each gap with a compound word. When the students have finished, ask them to check their own answers by unfolding the sheets and reading the answers at the bottom. If you have any fast-finishers, encourage them to make up their own gapped sentences using the vocabulary. 14

6 9 Controlled practice (communicative speaking) Pair the students up so that each student A sits with one student B. Tell the students that they are going to talk to each other and that they mustn t show each other their pieces of paper. (Ask students to sit back-to-back, if necessary.) Ask two students to demonstrate. Tell student A to look at his/her sheet 4 and read the first sentence aloud to his/her new partner (student B), leaving out the compound word. He/she can indicate the gap by saying something or by making a funny noise (e.g. Beep! ). For example: Student A: My boss keeps giving me things to do, but I ve already got a really heavy BEEP! Student B must listen carefully and then suggest a compound word to go in the gap. For example, Student B: a really heavy overtime? Student A: No, try again: I ve already got a really heavy something. When Student B has guessed the missing word correctly, s/he should read a sentence for Student A to guess. The students should continue like this until they have read all their sentences. Ask any fast-finishers to test each other with their own sentences. Monitor the students closely while they are doing this activity and make a note of any problems that they have using the vocabulary. 10 Free practice (discussion mingle) This activity can be done in different ways depending on the size of your class. Preparation: Make one copy of page 6 and cut up the cards (for the mingle activity). Or, make one copy of page 6 for every two or three students in the class and cut up the cards (for the group discussion activity). Method 1: Mingle activity Tell the students to stand up and come into the centre of the classroom. Tell them that they are going to walk around and talk to each other. Give each student one of the cards and tell them to make sure that they understand the question on their card (they should check with you if necessary). Demonstrate the activity with one of the students. Tell him/her to ask you the question on his/her card. You should answer the question (try to use the compound word in your answer) and encourage the student to ask you follow-up questions. When you have done this, read the question on your card and get the student to answer in the same way. Students should talk to each other in this way, walking around the room and talking to as many of their classmates as possible. Set a time limit for this, and when the activity has finished, ask students to share any interesting answers with the rest of the class. 15

7 Method 2: Discussion in pairs/threes Put the students into pairs or threes. Give each group a cut-up set of the question cards and tell students to place them face down in a pile on the desk. One student should take the top card and read the question to his/her partner(s), who should then answer the question (using the compound word in their answer). Students should talk like this for a minute or two about each question, before moving on to the next card. Set a time limit for this activity and tell students to answer as many of the questions as they can within the time allowed. 11 Free practice (roleplay) Preparation: Make copies of page 7 and cut the pages in half so that there is one role card for each student in the class. Divide the class into two groups, A and B. Give a copy of roleplay sheet A (Bob) to each student in group A, and give a copy of roleplay sheet B (Bob s manager) to each student in group B. Ask the students to work for a few minutes in their groups and prepare what they are going to say in the roleplay. When the students have had sufficient time to prepare, pair them up so that each student A is sitting with one student B. Student B should start the meeting by saying Bob, there is something I d like to talk to you about. Set a time limit for the discussion and tell students that they must have reached some kind of agreement by the end of the activity. Remind students to use as much of the new vocabulary as possible. 12 Homework For homework, you can ask students to write a short text about their own jobs (or about someone else they know) based on the listening text about Bob. Encourage them to use as much of the new vocabulary as possible. 13 Revision activity (Noughts and Crosses) Preparation: Make one copy of page 8 and page 9 for every three students in the class. You can use this activity in a follow-up lesson to revise the compound word vocabulary. The aim of the game is to win a row of three squares in any direction (diagonally, vertically or horizontally). Put the students into groups of three. One student in each group will act as the quiz master give him/her a copy of the Quiz Master s Clues (page 9) and tell him/her not to show it to anyone. One student in each group should be noughts and the other student should be crosses. Toss a coin to decide who goes first. The first student to play picks a square on the board, and the Quiz Master reads the definition for that compound word. In order to win the square, the student must guess the compound word correctly and make an example sentence using that word. If s/he does this, s/he wins the square and play passes to the other student. If s/he is unable to guess the compound word or to make an example sentence, the other student gets a chance. If neither student can guess the compound word and/or make a sentence, the square remains available, but the Quiz Master must replace the word with another from the Extra Words section on his/her sheet. 16

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