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Which of these are informal?

The students get into pairs and decide which of the sentences are written informally. Then, they discuss the variants in the class. Feedback: St-St, Cl-T

Which of the following sentences are written in informal style?

1)I'm writing to see how you're getting on in your new flat. Informal

2)I look forward to receiving a prompt reply.

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3)Give your sister a big hug from me

4)What are you up to this summer?

5)We're having a fantastic time here at the camp.

6)Would it be possible for you to attend the club's annual meeting next month'

7)You'd never believe how well I've been getting on at school.

The students read the sample letter and choose the phrases appropriate to the style of the letter. After the letter has been completed, the group checking is employed. Students check their variants in groups. Feedback: St-St, Cl-T.

Dear (I) Sam/Mr Thompson,

Thanks for your letter. It was (2) really good/a pleasure to hear from you! I

(3) am sorry/regret to hear thai you didn't pass your German exam, but (4) never mind/you have no need to worry. You'll just have to work harder next time!

Things here are (5) satisfactory/fine. School is the same as ever — except I've discovered that I quite like English! I've decided (6) to take up a career/to get a job in tourism when I'm older. (7) I have a further point./Oh, and another thing!

Guess what? Martha and Von are getting married! (8) I can't wait./I look forward to

their wedding.

I think that's all for now. (9) I wonder if you could inform mе/Tell me all about your holiday to America. I bet it was fantastic.

Must go now. Keep in touch.

(10)Yours sincerely/Аll the best,

John

IV. Summing up. Home assignment: (Laser Intermediate Workbook by M. Desypri and J. Stournanra, p.8, ex. 1-3).

Textbooks used

Mann, Malcolm. Laser Intermediate. Student‘s Book. - 2005.- Macmillan

Publishers

Desypri M. and Stournanra J. Laser Intermediate. Workbook. – 2005.- Macmillan Publishers

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Soars, Liz and John. New Headway Intermediate. Third Edition. – 2007.- Oxford University Press

Evans, Virginia. Successful Writing. Intermediate.- 2000. - Express Publishing

Sample 5

Time: 45 min

Level: Upper-intermediate

Topic: Jobs and Professions

Objectives:

-to extend vocabulary on the topic and practise it both in receptive and productive speech in various situations;

-to make students understand contextual meaning of words;

-to improve coherent descriptive speech characterizing various kinds of jobs;

-to practise reading and listening skills;

-to develop students‘ abilities to work co-operatively enhancing team spirit.

Equipment:

tape-recorder

Lesson Procedure

1. Announcement of the topic of the lesson and the aims of the lesson.

By the end of the lesson the learners should be able:

-to understand the meaning of the new words and use them correctly in various situations;

-to characterize various kinds of jobs;

-to understand contextual meaning of the words given.

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Warm-up (preparation for foreign language speaking and introduction to the topic of the lesson). The activity is done in T-St mode, when teacher elicits information.

Teacher: ―How do we call work that someone does to earn money?‖

- a job.

T: ―Who has a job that requires advanced education or training?

- a professional.

T: ―How do we call the development and progress in person‘s professional life?‖

- a career.

Vocabulary practice

1. Revising vocabulary (HO1). Group or pair-work activity.

Teacher gives students cards with different types of jobs and their definitions. Students should match jobs with appropriate definitions:

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2. Vocabulary reinforcement. Team work.

Teacher writes a number of adjectives on the blackboard. Students are divided into two teams. The 1st team should name positive qualities for a man of business and the 2nd team name negative characteristics, they should also keep in mind that there are neutral characteristics. Then, they have a small discussion as to their classification:

Reading & Speaking Practice

1. Pre-reading activities

1) Group Discussion. Students are divided into groups of four people. They are asked to share their opinions as to the questions:

Why do you think there is such a vide variety of jobs nowadays?

What factors predetermine the appearance of new types of work?

Why do so many people want to become real professionals in their spheres of work?

2) Overall Discussion

Teacher asks students to describe a good specialist, using the words on the blackboard (see Task ―Vocabulary Reinforcement‖). All students do this task in turns, thus creating a collective portrait of a true professional.

3) Give your definition to the following words (HO2). This is an exercise on comprehension of the new words; these words are written on the slips of paper, each student is proposed one slip of paper:

HO2

butcher

carpenter

assembly line automation

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design (v)

qualification

2. While-reading activities

1) Look through the text and fill in the table.

Compare your answers with your partner. Then we are going to check the filling in

the table.

2) Read the text.

Centuries ago there were only few jobs. People were farmers, bakers, butchers or carpenters, for example. Today work has become so specialized that thousands of different kinds of jobs have been created. Many require very special qualifications.

Machines, automation, assembly lines and high technology have created new jobs and killed old ones. Much heavy, dangerous or unpleasant work is now done by timesaving and money-saving machines. Of course, people are needed to design, develop, produce and operate the machines. But those who have to work on an assembly line or at a machine all day, five days a week, sometimes get bored and frustrated. Most of them agree that it is still better than being unemployed. People who are unemployed for a long time often lose their self-respect.

What will work be like in the future? Not only high technology, but also job sharing and more flexible working hours may change working conditions. Nobody can be sure which jobs are safe. People now have to go on learning all their lives, so that they can react to a changing job situation. For skilled people there will usually be opportunities – especially if they are willing to move.

3. Post-reading activities

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1). Explain words and word-combinations in bold. 2). Define whether the statement is true or false.

1.It was a wide range of jobs many years ago.

2.New kinds of jobs were created because of global increase of population.

3.Repetitious work with machines and other mechanisms makes people get bored and frustrated.

4.People stay quite pleased with themselves no matter how long they do not have job.

5.We have to learn all our lives in order to go with the times and always changing job situation.

3). Answer the questions:

1.Why do people have to create and then operate the machines?

2.What working conditions may lead to frustration? Why?

3.What do you think is better: a stable, but boring work or temporary unemployment? Why? How can you benefit from these situations? What would you do in both cases?

Listening Practice 1. Listen to the following dialogue

School owner: Why do you want to study computer programming?

Robbie Evans: Well, I lost my job last month, and I haven‘t been able to find another one.

School owner: I see. Do you have any money?

Robbie Evans: I have some money, and my girlfriend will be able to help me.

School owner: Good. The course costs $ 5750.

Robbie Evans: Whew! Will I be able to find a job as a computer programmer?

School owner: Oh sure! You‘ll be able to get a good job and make lots of money.

Please sign here.

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2. Make a short dialogue of your own. (One student is an applicant and the other is

his future boss).

1. Summing-up

T: What have we done today? Was this lesson interesting for you? Why/why not? What have you learned today?

Homework.

Prepare the following presentation (student may choose any):

1)The job of my dream.

2)Diligent work makes successful career.

3)The most popular professions in Ukraine.

Bibliography:

1. Карп‘юк О.Д. English Study. Частина 2. Тернопіль: Видавництво Карп‘юка,

1999. – 360 стор.

2.Liz & John Soars. New Headway English Course (Upper-Intermediate). Oxford University Press. 2003. – 160 p.

3.Collins Cobuild. New Student‘s Dictionary. The University of Birmingham. 2000.

– 754 p.

4. Hornby A S. Ruse Christina. Oxford Student‘s Dictionary of Current English. Sec. Ed. Oxford University Press. 1988. – 748 p.

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Appendix 4. Tables