1. Jobs of the future (A Business lesson)

 I have designed a Business Project for Pre-Intermediate / Intermediate / Upper-Intermediate and Advanced levels. All of them involve having ‘Presentations’ (in the end of November) and lessons throughout the term where students will have the opportunity to enrich their business lexical set on the topic chosen. The Intermediate level will be talking about ‘Jobs of the Future‘. (the Pre-Intermediate: ‘Developing their own brands’ / the upper-intermediate and advanced: ‘Recommending Public Projects to your city’). 

Not only will these projects empower students to the use of new business structures, but it will also help them to have more real-life tasks throughout the course. 

  • Objectives of the lesson

By the end of this lesson, students will be better prepared to talk about Jobs of the future as well as jobs that are bound to disappear. Students will also be able to use the vocabulary: forecast, (un)employ(ment), shallow materialism, abundance, free up, drudgery and toil in context.

  • Material

PPT file: What will future jobs look like

This lesson will be based on a previous one where ss have read the following article. If you want to, you can use it in this lesson.

Website: http://www.futuristspeaker.com/business-trends/162-future-jobs-preparing-for-jobs-that-dont-yet-exist/

TED Video: What will future jobs look like? Andrew McAfee

  • Profile

Age: 17 on

Level: Intermediate (B1/2 CEFR) 

The topic of the lesson: What will future jobs look like?

[Slide 1]

**The introduction of the topic to students.

  • Steps: 1. Show the topic to students.
  • Interaction: T-Ss
  • Timing: 2′
  • Monitoring: –
  • Feedback: –

[Slide 2]

**Warm-up: Recycling vocabulary from the previous lesson.

  • Steps: 1. Ask ss to remember the article they’ve read (about 162 future jobs) – (3′). 2. Ss share what they remember in pairs or trios – (3′). 3. Ask ss to share everything with the WG – (2′).
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 8′
  • Monitoring: T walks around the classroom, listening to ss contributions on the topic, making notes to be used in the feedback slot. If need be (pronunciation or recurrent mistakes, use ‘on the spot correction’) 
  • Feedback: On pronunciation, vocabulary (jobs from the article – previous lesson).

[Slide 3]

**Setting the scene 1: Working on a TED Video: What will future jobs look like? (Up to 2’15”)

  • Steps: 1. Tell ss they are to watch a TED video and answer: ‘What jobs are bound to disappear in the future? Why’ – (6′). 2. Ask ss to share with the WG – (2′).
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 8′
  • Monitoring: T stands still while ss are watching the video. When ss start sharing, T walks around the classroom, listening to ss contributions on the topic, making notes to be used in the feedback slot. If need be (pronunciation or recurrent mistakes, use ‘on the spot correction’) 
  • Feedback: On pronunciation, vocabulary (from the video).

    [Slide 4]

    **Setting the scene 2: Working on a TED Video: What will future jobs look like? (Up to 3’22”)

    • Steps: 1. Ss watch the beginning of the video again, but now up to 3’22” and answer: “How does Andrew call this “Age”? Does he think it’s good or bad news? How so?”. 2. Students talk to their peers (6′). 3. Ask ss to share with the WG, while T make notes of the 2 points Andrew makes. (4′).
    • Interaction: S-S (pairs) / S-Ss (trios)
    • Timing: 10′
    • Monitoring: T stands still while ss are watching the video. When ss start sharing, T walks around the classroom, listening to ss contributions on the topic, making notes to be used in the feedback slot. If need be (pronunciation or recurrent mistakes, use ‘on the spot correction’) 
    • Feedback: On pronunciation, vocabulary (from the video).

[Slide 5]

**Vocabulary work: TED Video: What will future jobs look like? (Up to 3’45”)

  • Steps: 1. Ss watch the up to 3’45” paying attention to the words that are displayed on the board. (You can ask ss to take a photo of it or you can share it via QR code so students have access to the words while they are watching the video). -forecast-(un)employ(ment)-shallow materialism

    -abundance

    -free up

    -drudgery and toil

    2. Students talk to their peers (10′) You can repeat the video if need be. 3. Ask ss to share with the WG, while T make notes on the board. (5′).

  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 20′
  • Monitoring: T stands still while ss are watching the video. When ss start sharing, T walks around the classroom, listening to ss contributions on the topic, making notes to be used in the feedback slot. If need be (pronunciation or recurrent mistakes, use ‘on the spot correction’) 
  • Feedback: On pronunciation, vocabulary (from the video).

[Slide 6]

**Vocabulary work: TED Video: What will future jobs look like? (Up to 3’45”)

  • Steps: 1. Ss answer the questions (from slide 6) – (10′)  2. Ss share their answers with the WG (5′). 

-If you could, what would you choose to be freed up from? /friːd ʌp frɒm/

-Do you agree with Andrew when he says that the use of technology is not shallow materialism? /ˈʃæləʊ məˈtɪərɪəlɪzm/

-Do you agree that most of the current Jobs we have are all about drudgery and toil

/ˈdrʌʤərɪ ənd tɔɪl/

-If you have a close look at our current market, what would you say is abundant?

/əˈbʌndənt/

-Do you think the forecast /ˈfɔːkɑːst/ for the (un)employment /ˈʌnɪmˈplɔɪmənt/ will get better next year?

  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 15′
  • Monitoring: T walks around the classroom, listening to ss contributions on the topic, making notes to be used in the feedback slot. If need be (pronunciation or recurrent mistakes, use ‘on the spot correction’) 
  • Feedback: On pronunciation, vocabulary (focus on the vocabulary on slide 6).

[Slide 7]

**Round-off: What will future jobs look like

  • Steps: 1. Ss answer Where (or when) will you be able to use the new vocabulary acquired today?” 2. Ss talk to their pairs or trios (3′) 3. SS share their answers with the WG (2′).
  • Interaction: S-S (pairs) / S-Ss (trios)
  • Timing: 5′
  • Monitoring: T walks around the classroom, listening to ss contributions on the topic, making notes to be used in the feedback slot. If need be (pronunciation or recurrent mistakes, use ‘on the spot correction’) 
  • Feedback: On pronunciation, vocabulary.

Revisit the topic of the lesson. Assign homework.

 

 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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