Masters Lesson Plan Unemployed

Lesson plan 1 Unit1.Lesson1.Text: My profession.
UNIT 7 LESSON 1. “The manager’s job
”
Course: English
Time: 80MIN
Type: practical course
Semester:1
Lesson Outline
Introduction.
1. Lead in(Ice-breaking, warm-up activities,Brainstorming)
Main part
1.Reading the text (matching headlines, answering the questions)
2.Video “ The manager’s job”, discussion
3.Filling in the diagram(jobs crossword”)
4. Answering the questions according to the pictures
Closure
1. Chain summary of the lesson
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding of manager’s job, analyzing it in the context,
expand knowledge of required materials
 extend students competence by developing their ability
 comprehend and conclude the matters discussed in the lesson process
Objectives: Learning Outcomes:
1.To practice the understanding of new By the end of the lesson the Ss will have
vocabulary.  an understanding of the basic notions in this course;
2. To develop analytical, critical and creative  an understanding of manager’s job and new
vocabulary.
thinking of the learners.
Preparation (Aids and Equipment)
Management basics þ flashcards þ whiteboard þ computer

Susan Quinn ð markers þ LCD projector
þ handout(s) þ blackboard ð OHP
ð poster ð flipchart ð TV/DVD player
þ scotch ð tape-recorder
Ö pictures þscissors
ð music
þ power point
presentation
ð visuals
Type of Assessment
þ on going assessment þ on going assessment
ð mid-term assessment
þ participation ð quiz / test
ð final assessment
ð homework ð presentation ð independent work assessment
þ peer editing ð project
ð other: ___________ ð other: __________
Activity Type: Lesson Length: (hours/days)
þ individual ð plenary discussion In-Class Time: 80 minutes

þ small group ð other ______þ whole class Out-of-Class Time: ______________
Learning Objectives:
Upon completion of this lesson, students will be able to:
 Identify the qualities of a manager

 Identify the qualities of a leader
 Differentiate between a manager and a leader
Length
1 to 1.5 hours
Materials
 chart paper
 markers
Curriculum Standards
 Please note that each state has different standards for management and
leadership. Please consult your state's standards to ensure proper
alignment.
Instructions
 Start by asking students what they know about leadership and management.
Ask whether or not they believe all managers are leaders and ask them for
reasoning. Put their ideas on the board or chart paper.
 Play the video lesson Management vs. Leadership: The Difference Between a
Manager & Leader, pausing at 3:06.
 At this point, review the ideas listed based on the information delivered in
the lesson. Do students still believe the same way they did when they gave
their initial answer? Ask why or why not.
Activity
Stages of the lesson
Time and stages/ Teacher’s instructions Student’s activities

Materials needed
Stage 1 Teacher checks the attendance Ss. will answer the
of the students and introduces questions.
Introduction.
the topic of the lesson.
Greeting
5 minutes
Stage 2 Activity 1. Activity 1.
10 minutes Class work. Class work.
Warming up. “Elicitation” Warming up.

“Elicitation”
Start by asking students
what they know about
leadership and management.
Ask whether or not they 1.The students will
believe all managers are describe their friends
leaders and ask them for
reasoning. Put their ideas on
the board or chart paper.
 .
 At this point, review the
ideas listed based on
the information
delivered in the lesson.
Do students still
believe the same way
they did when they
gave their initial
answer? Ask why or
why not.
Procedure:
T. devides class into small

groups and asks to describe
their friends
15 minutes Activity 2. Activity 2.
Handouts, video Students will listen to
projector, computer. Play the video lesson Management vs. the teachers explanation
Leadership: The Difference Between a
of the new theme, answer
Manager & Leader, pausing at 3:06.
the questions according
Aim of the activity: to the theme
To watch the video and write

down additional information
about manager’s job.
Students will do activity
Procedure:
on the handout 2.
Teacher distributes handout 1
and asks to do the activity
20 minutes Activity 3 Activity 3
Handouts Reading and discussion of the Small group work.

text about the work as a Watching video and
video projector,
manager.Compare with the answering the questions
computer
video according to the given
issue. Students will do
Aim of the activity:
exe.
To teach the learners the
difference between manager
and leader
Handouts Filling in cause- effect Small group work.
diagram Aim of the activity: Finding and filling in the
cause-effect diagram
To teach the learners to find and
Students will do an
explain the importance of
activity
manager’s job.

Answering the questions according to
Handouts the pictures Answering the questions
according to the pictures
Group work.
Aim of the activity: Group work.
To teach the learners to Students will look at the

understand and compare the pictures and do the task.
pictures
5 minutes Conclusion of the lesson. Learners will summarize

the lesson in chain.
Teacher asks the learners to
summarize the lesson and gives
homework..
)
3. Wisdom has reference only to the past. The future remains forever an infinite field
for mistakes. You can’t know beforehand. (_________________________)
4. And the skirts! What a sight were those skirts! They were nothing but vast decorated
p
Lesson plan 2 .
.UNIT 7 LESSON 1. “Gr. Simple Tenses in the active and passive voices.
Management roles and skills”

Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
1. Lead in(Brainstorming on previuos lesson)
Main part
1 . Simple Tenses in the active and passive voices , answering the questions,doing exercises)
2.Multiple choice exercises ,exercises 2,3,4
3.Reading the text about manager’s role and skills
4. Answering the questions according to the text.
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding of manager’s role and skills , analyzing it in
the context, expand knowledge of required materials
1.To practice the understanding of new By the end of the lesson the Ms will have
2. To explain the Simple present Passives  an understanding of the manager’s
conceptual,technical,human skills and role,new
3. To develop analytical, critical and creative
vocabulary.
1. Crace A., Acklam R. total þ flashcards þ whiteboard þ computer

English(Students’ Book (Study ð markers þ LCD projector
skills in English for higher þ handout(s) þ blackboard ð OHP
education students) ð poster ð flipchart ð TV/DVD player
2. 21097_Инглиз тили дарслиги þ scotch ð tape-recorder
Абдалина, university 2003 Ö pictures þscissors
ð music
þ power point
presentation
ð visuals
Type of Assessment
ð final assessment
ð other: ___________ ð other: __________
ð individual ð plenary discussion In-Class Time: 80 minutes

STAGES OF THE LESSON
Time and stages/ Materials Teacher’s instructions Student’s activities

needed
Stage 1 Teacher checks the attendance of the Ss. will answer the questions.
Introduction. students and introduces the topic of
Greeting the lesson.
5 minutes
Stage 2 Activity 1. Class work. Activity 1.

10 minutes Warming up. “Elicitation” Class work.
Start by asking students what they Warming up. “Elicitation”
know about the manager’s role and 1.The students will give their
skills. Ask whether or not they own description of the role and
believe all managers have ability to. skills of a manager.
Manage.At this point, review the
ideas listed based on the information
delivered in the lesson. Do students
still believe the same way they did
when they gave their initial answer?
Procedure: T. devides class into
small groups and asks to describe
the role and skills of a manager.
15 minutes Activity 2. Play the video. Activity 2.

Handouts, video projector, Aim of the activity: To watch the Students will listen to the
computer. video and write down additional teachers explanation of the new
information about manager’s skills theme, answer the questions
and role. according to the theme
Procedure: Teacher distributes Students will do activity on the
handout 1 and asks to do the activity handout 2.

Reading and discussion of the text
Handouts about the a manager’s role and Small group work. Watching
video projector, computer skills.Compare with the video video and answering the
Aim of the activity: To teach the questions according to the given
learners the difference between issue. Students will do exe.
manager and leader
10 minutes Activity 4.Technology:Resume Activity 4
Handouts Filling in table Small group work. Students

will do an activity
To teach the learners to find

and explain the importance of
manager’s role and skills.
Handouts Answering the questions Answering the questions

according to the text according to the pictures
Group work. Group work.
Aim of the activity: To teach Students will look at the

the learners to understand and pictures and do the task.
compare the pictures

homework..
Circle the metaphor in the sentences and match the connotative meaning to the
words
LESSON PLAN 3.
..
Unit1.Lesson2. Planning in the organization(p.20)

To write about your profession using the terms.
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
1. Lead in(weather forecast)
Main part
1.Reading the text (discussion, answering the questions)
2.Video “Planning in the organization ”, discussion
3. Working with vocabulary, crossword”)
4. Answering the questions according to the text
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding of planning, analyzing it in the context,
2. To develop analytical, critical and creative  an understanding of the process of planning and new
vocabulary.
1. Management basics þ flashcards þ whiteboard þ computer

Susan Quinn ð markers þ LCD projector
Ö pictures ð flipchart ð TV/DVD player
þ PPT þscissors
ð visuals
Type of Assessment

ð final assessment


needed
5 minutes

10 minutes Warming up. “Brainstorming ” Class work.
What is planning? Warming up. “Elicitation”
What are any stages of planning? 1.The students will write briefly
Start by asking students what they the planning in the organization..
know about Planning in the
organization
how they plan their work in the
organization..
information about planning in the theme, answer the questions
organization.. according to the theme

Handouts Reading and discussion of the text Small group work. Watching
video projector, computer about planning in the video and answering the
organization.. questions according to the given
Aim of the activity: To teach the issue. Students will do exe.
learners the difference between
manager and leader
10 minutes Activity 4.Technology:Problem Activity 4

solving
Handouts Small group work. Students
Filling in table will do an activity
To teach the learners to find

and explain how to plan in the
organization..
Handouts Answering the questions Answering the questions

according to the text according to the pictures
Group work. Role play Group work.
Students will look at the

Aim of the activity: To teach pictures and do the task.
the learners to plan in the
organization.
homework..
LESSON PLAN 4..
GR. PROGRESSIVE TENSES IN THE ACTIVE AND PASSIVE VOICES ”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
1. Lead in( warm up-giving example on Present,Past,Future progressive)
Main part
1.Explaining grammar rule
2.Video “PROGRESSIVE TENSES IN THE ACTIVE AND PASSIVE VOICES ”, discussion
3.Doing exercises
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding on using Passive voice , analyzing it in the
context, expand knowledge of required materials
2. To explain the first conditional  an understanding of the usage of Passives in the
speech and new vocabulary.
1.К.Н. Качалова, Е.Е. þ flashcards þ whiteboard þ computer

Израилевич. Практическая ð markers þ LCD projector
грамматика английского языка. þ blackboard ð OHP
– М.; Бишкек, 2004. þ handout(s)
ð flipchart ð TV/DVD player
ð poster þ scotch ð tape-recorder
þscissors
þ power point
presentation
ð visuals
Type of Assessment

ð independent work assessment


needed
5 minutes

What is planning? Warming up. “Ice-breaker”
What are any stages of planning? 1.The students are devided into 3
Start by asking students what they groups.Each group gives
know about PROGRESSIVE examples of Present,Past and
TENSES IN THE ACTIVE AND Future Progressive tensesin the
PASSIVE VOICES active voice..
organization..

manager and leader
10 minutes Activity :.Technology:Problem Activity 4

solving
Aim of the activity: To teach will do an activity
the learners to find and explain
how to plan in the organization.
15 minutes Activity 5: Answering the Activity 5
questions according to the text
Handouts Group work. Role play Answering the questions
Aim of the activity: To teach according to the pictures
the learners to plan in the
organization. Group work. :Students will
look at the pictures and do
the task.
homework..
Lesson plan 5..
UNIT 2.LESSON1.TEXT: “THE HISTORY OF THE INDUSTRY OF UZBEKISTAN ”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
1. Lead in( Warm-up activities, Brainstorming)
Main part
1.Reading the text (, answering the questions, discussion)
2.Video “ British industry”, discussion
3. Doing exercises
4. Group work: preparing short presentations
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s about British industry,compare history of industry,types of
industrial plants, analyzing it in the context, expand knowledge of required materials
 extend students competence language .ability to prepare PPP
2. To explain the new words and types of
 understanding of different types of industry and new
vocabulary.
industry.
Qurbonova Sh.X. , Saitova K.H., þ flashcards þ whiteboard þ computer

Quvondiqova X.B., “English for ð markers þ LCD projector
the first course masters” Buxoro- þ handout(s) þ blackboard ð OHP
2014. ð poster ð flipchart ð TV/DVD player
ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
LESSON PLAN 6.
.GR. PERFECT TENSES IN THE ACTIVE AND PASSIVE VOICES

T: 4.2 STRATEGIC PLANNING
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
1. Lead in(Brainstorming)
Main part
1.Explanation of grammar rule , answering the questions,doing exercises)
2.Video “STRATEGIC PLANNING”, discussion
3.Technology:Project
4. Answering the questions according to the text
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding of strategic planning , analyzing the text,
 extend students competence by developing their ability to make strategic planning
2. To explain the first conditional
 understanding why strategic planning is important,
new vocabulary.
“Management Basics” þ flashcards þ whiteboard þ computer

Susan Quinn, 2010 ð markers þ LCD projector
ð poster ð flipchart ð TV/DVD player
ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Aim of the activity: To teach
process (p.21-25) The Planning Process

The strategic planning process is a lot like hopscotch. You have to hop (if you will) from one
square to the next in order to get to where you want to go. You could skip some squares, but
that's not in the rules. Well, those same rules apply to the strategic planning process. You have to
start at the beginning and work your way through each step so you can get the results at the end
that you want. Miss some steps (or cheat at hopscotch), and you might end up in a square you do
not want to be in.
Steps of the strategic planning process
The planning process itself is not too complicated and consists of

environmental scanning, strategy formulation, strategy implementation,
and finally, strategy evaluation. What is complicated is making sure you
understand what each step needs or what each step is supposed to do before
you move on to get the best results we possibly can.
Environmental Scanning
Every business exists in an environment. When we say that, we don't mean
weather - we mean a business environment. Think of it this way: if you
could stand at a window and look out at your business world, you would be
looking at your business environment. You would be seeing what is going on,
what competitors are doing, what the economy is like, and any other aspect
of business that makes up the environment. That is why the first step is
calledenvironmental scanning, as you are taking your time to look at the
environment around you so you can understand, basically, what you're up
against.
Environmental scanning consists of a number of areas to help a company or

businessperson understand what they're dealing with out there in the real
world. Typically when we talk about environmental scanning, we're looking at
several general areas:
 Political factors
o Taxation policy
o Governmental stability
o Unemployment policy
 Economical factors
o Inflation rate
o Growth in spending power
o Disposable income standards
 Sociocultural factors
o Age distribution
o Education levels
o Income levels
 Technological factors
o Internet
o E-commerce
o Social media
 Environmental factors
o Competitive advantage
o Waste disposal
o Pollution monitoring
 Legal factors
o Unemployment law
LESSON PLAN 7..
.UNIT 2. LESSON 2.TEXT: THE INDUSTRY OF UZBEKISTAN TODAY
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
2.Video “THE INDUSTRY OF UZBEKISTAN TODAY ”, discussion
3Doing exercises ( crossword”)
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding of THE INDUSTRY OF UZBEKISTAN
TODAY, analyzing it in the context, expand knowledge of required materials
 understanding of the THE INDUSTRY OF
UZBEKISTAN TODAY and new vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________

needed
5 minutes

know about THE INDUSTRY OF examples of Present,Past and
UZBEKISTAN TODAY, Future Progressive tensesin the
Procedure: T. devides class into active voice..
organization..

information about THE INDUSTRY theme, answer the questions
OF UZBEKISTAN .. according to the theme

video projector, computer about THE INDUSTRY OF video and answering the
UZBEKISTAN TODAY,.. questions according to the given
British and Uzbek industry
10 minutes Activity :.Technology: Resume Activity 4

Filling in table
Handouts Aim of the activity: to classify Small group work. Students
types of industry and write the will do an activity
advantages and disadvantages
of industry..
LESSON PLAN 8..
GR. COUNTABLE AND UNCOUNTABLE NOUNS
4.7.GRAND STRATEGY P.25-31”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
1. Explanaation of the grammar COUNTABLE AND UNCOUNTABLE NOUNS
Reading the text GRAND STRATEGY (matching headlines, answering the questions)
2.Video “GRAND STRATEGY ”, discussion
3.Filling in the diagram(crossword”)
Closure
Giving homework
Lesson aims:
 The aim of the lesson is to widen the student’s understanding of changing bodies, analyzing it in the
2. To explain the first conditional  an understanding of the changing bodies and new
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan 9. Unit 3.Lesson1.Text: The history of English industry.
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
3.Filling in the diagram(body crossword”)
Closure
Giving homework
Lesson aims:
 an understanding of the changing bodies and new
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan 10.Gr. Plural of nouns.
.
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

þ participation ð quiz / test ð mid-term assessment
ð final assessment
ð homework ð presentation
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

Handouts solving Small group work. Students
Lesson plan 11. Unit 3. Lesson2.Text: The industry of England today.
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

education students)
2. 21097_Инглиз тили дарслиги ð poster ð flipchart ð TV/DVD player
Абдалина, university 2003 þ scotch ð tape-recorder
ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan 12..

.
UNIT 7 LESSON 1. “6. (6.1) Organizing the organization p.33-38

Gr. Pair and collective nouns
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
6. (6.1) Organizing the organization p.33-38
Lesson plan13. Unit 4. Lesson1. Text: Globalization and integration.
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan 14. Gr. Simple forms of Infinitive.
.
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

þ participation ð quiz / test ð mid-term assessment
ð final assessment
ð homework ð presentation
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

Handouts solving Small group work. Students
Lesson plan 15.Unit 4. Lesson 2. Text: Terrorism
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

education students)
2. 21097_Инглиз тили дарслиги ð poster ð flipchart ð TV/DVD player
Абдалина, university 2003 þ scotch ð tape-recorder
ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan 16. Gr. Zero infinitive T. 6.4.3 Customer structure p.40-48
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

examples of Present,Past and
know about PROGRESSIVE Future Progressive tensesin the
TENSES IN THE ACTIVE AND active voice..
PASSIVE VOICES
organization..


manager and leader

solving
Lesson plan 17.Unit 4. Lesson 3. Text: Slavery.
”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan 18.Revision on the completed material

”
Course: English
Time: 80MIN
Semester:1
Lesson Outline
Introduction.
Main part
Closure
Giving homework
Lesson aims:
vocabulary.

ð music
þ power point
presentation
ð visuals
Type of Assessment

ð final assessment
ð other: ___________ ð other: __________


needed
5 minutes

organization..


manager and leader

solving
Lesson plan Unemployed
Duration – 80 min.
Lead in.- 5 min.

Possible answers: Ss :To do PhD, to get a job, etc.
Teacher: OK. Do you want high-paid job? What should we do to get a high-paid
job?
Possible answers: To be a skilled worker, to know a foreign language, to have a

good knowledge in our specialization.(profession).
Education,experience,language skills,PhD,responsibility.
How do you think why I wrote these words,what do they mean
for you and are they important for your future career?
If we don’t have them what is the possibility to get a job?
Now let me introduce you the topic of our lesson: Unemployment
PPT- 5 min.
Reading and discussion - 20 min.
Unemployment
Unemployment (or joblessness) occurs when people are without work and
actively seeking work.
Economists distinguish between various overlapping types of and theories of
unemployment, including cyclical or Keynesian unemployment, frictional
unemployment, structural unemployment and classical unemployment.
Besides ,there have been several definitions of "voluntary" and "involuntary
unemployment" in the economics literature, a simple distinction is given as:
Voluntary unemployment is attributed to the individual's decisions, whereas
involuntary unemployment exists because of the socio-economic environment
(including the market structure, government intervention, and the level of aggregate
demand) in which individuals operate. In these terms, much or most of frictional
unemployment is voluntary, since it reflects individual search behavior. Voluntary
unemployment includes workers who reject low wage jobs whereas involuntary
unemployment includes workers fired due to an economic crisis, industrial
decline, company bankruptcy, or organizational restructuring.
On the other hand, cyclical unemployment, structural unemployment, and
classical unemployment are largely involuntary in nature. The clearest cases of
involuntary unemployment are those where there are fewer job vacancies than
unemployed workers even when wages are allowed to adjust, so that even if all
vacancies were to be filled, some unemployed workers would still remain. This
happens with cyclical unemployment, as macroeconomic forces cause
microeconomic unemployment which can boomerang back and exacerbate these
macroeconomic forces.
Classical or real-wage unemployment occurs when real wages for a job are
set above the market-clearing level, causing the number of job-seekers to exceed the
number of vacancies.
Cyclical, deficient-demand, or Keynesian unemployment, occurs when there is
not enough aggregate demand in the economy to provide jobs for everyone who
wants to work.
Structural unemployment occurs when a labour market is unable to provide jobs
for everyone who wants one because there is a mismatch between the skills of the
unemployed workers and the skills needed for the available jobs.
Frictional unemployment is the time period between jobs when a worker
is searching for, or transitioning from one job to another.
Hidden unemployment. Hidden, or covered, unemployment is the unemployment
of potential workers that is not reflected in official unemployment statistics, due to
the way the statistics are collected. In many countries only those who have no
work but are actively looking for work (and/or qualifying for social security
benefits) are counted as unemployed.
Vocabulary.Ss are given a table with new words and they should fill in it with
uzbek equivalents. (SS’s answers are evaluated according to the point given
below the table)
5- min. Handout 1 UNDERSTANDING ANALYSES
English Uzbek
1 cyclical or Keynesian ma’lum bir maosh bilan ishlaydiganlar soni mavjud

unemployment ish joylaridan ancha ko’p bo’ladi.
2 frictional unemployment odamlarni ish izlashga ketgan vaqtlari
3 structural unemployment- ayrim kasblar bozorda keraksiz bo’lib qoladi
4 classical unemployment ishchining o’zining kvalifikatsiyasiga mos ish topa

olmasligi
5 Voluntary unemployment ixtiyoriy
6 involuntary unemployment Majburiy(ixtiyorsiz)
7 exacerbate kuchaytirish, chuqurlashtirish (salbiy ma’noda)
8 low wage jobs Kam to’lanadigan maosh
9 fire Ishdan bo’shatish
10 due to Tufayli,sababli
11 company bankruptcy Kompaniyani bankrot bo’lishi
12 Hidden yashirin
point 10-12-execellent 7-9- good 1-5-you should work more

20 - min. Handout 2. Resume technology.Work in groups.Ss are given pictures
of the unemployed people.Each group should comment pictures and resume .a)the
results and effects of unemployment on people.
5 –min. PPT Grammar: Subjunstive Mood
Hand outs. 3 Exercises 1,3 p. 48.Exercise 1. Use the subjunctive in noun

clauses.7-min. Exercise 1 Directions:Complete the sentences. There is often
more than one possible completion.
1. Mr. Adams insists that we__be___careful in our writing.

2. They requested that we not ______ after midnight.
3. She demanded that I_______ her the truth.
4. I recommended that Jane______ to the head of the department.
5. I suggest that everyone _______ a letter to the governor.
6. It is essential that I_______you tomorrow.
7. It is important that he_________ the director of the English program.
8. It is necessary that everyone________ here on time.__
8- min. Exercise 3. Paraphrase the following sentences using the subjunctive in noun
clauses.
Model: The doctor recommended her to stay in bed for a few days.
The doctor recommended that she stay in bed for a few days.
or
The doctor recommended that she should stay in bed for a few days.
1. Her advisor recommended her to take five courses. 2. It was such a beautiful day that one of
the students suggested us to have class outside. 3. It is vital for no one else to know about the
secret government operation. 4. It is important for you not to be late. 5. The governor proposed
a new highway to be built. 6. It is imperative for him to return home immediately. 7. Fumiko
specially asked me not to tell anyone else about it. 8.Mrs.Wah asked us to be sure to lock the
door behind us.
5- min.
Home task+ Assesment.. To prepare ypur own presentation on
unemployment Ex.2.p.48.
Literature:1. ENGLISH (For the first year masters.) Sh.H.Qurbonova,

X.B.Quvondiqova, K.H. Sayitova
2.Professional English (Intermediate)Steve Flinders 2002.
3. Professional English Secretarial Alison Pohl
4.
Handout 1
UNDERSTANDING ANALYSES
1 cyclical or Keynesian
unemployment
2 frictional unemployment
3 structural unemployment-
4 classical unemployment
5 Voluntary unemployment
6 involuntary unemployment
7 exacerbate
8 low wage jobs
9 fire
10 due to
11 company bankruptcy
Handout 1
UNDERSTANDING ANALYSES
1 cyclical or Keynesian
unemployment
2 frictional unemployment
3 structural unemployment-
4 classical unemployment
5 Voluntary unemployment
6 involuntary unemployment
7 exacerbate
8 low wage jobs
9 fire
10 due to
11 company bankruptcy
Exercise 1 Directions:Complete the sentences. There is often more than

one possible completion.
2. Mr. Adams insists that we__be___careful in our writing.
2. They requested that we not ______ after midnight.
3. She demanded that I_______ her the truth.
4. I recommended that Jane______ to the head of the department.
5. I suggest that everyone _______ a letter to the governor.
6. It is essential that I_______you tomorrow.
7. It is important that he_________ the director of the English program.
8. It is necessary that everyone________ here on time.__
Exercise 3. Paraphrase the following sentences using the subjunctive in noun

clauses.
Model: The doctor recommended her to stay in bed for a few days.
The doctor recommended that she stay in bed for a few days.
or
The doctor recommended that she should stay in bed for a few days.
1. Her advisor recommended her to take five courses. 2. It was such a beautiful day that
one of the students suggested us to have class outside. 3. It is vital for no one else to
know about the secret government operation. 4. It is important for you not to be late. 5.
The governor proposed a new highway to be built. 6. It is imperative for him to return
home immediately. 7. Fumiko specially asked me not to tell anyone else about it.
8.Mrs.Wah asked us to be sure to lock the door behind us.
Lesson plan TECHNOLOGY AND SOCIETY

o speakinga boutt he wayt echnologya ffectso ur lives
o listeningt o peopled escribingth e effectso f new
technologyo n theirw ork
o comparisonsw ith adjectivesa nd adverbs
o how to stresst echnicalw ords
o howt o groupa ndr emembenr ewt erms
1. Look at pictures A-F. They show ways in which

technology affects how we live. Identlfy the different
items in each picture
2. Match the effects of technology to pictures A-F. Decide

which effects are positive, and which are negative.

Masters Lesson Plan Unemployed

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Lesson plan 1 Unit1.Lesson1.Text: My profession.

UNIT 7 LESSON 1. “The manager’s job

Preparation (Aids and Equipment)

Management basics þ flashcards þ whiteboard þ computer

þ individual ð plenary discussion In-Class Time: 80 minutes

 Identify the qualities of a manager

 Differentiate between a manager and a leader

Time and stages/ Teacher’s instructions Student’s activities

10 minutes Class work. Class work.

Warming up. “Elicitation” Warming up.

T. devides class into small

To watch the video and write

20 minutes Activity 3 Activity 3

Handouts Reading and discussion of the Small group work.

15 minutes Activity 5 Activity 5

To teach the learners to Students will look at the

5 minutes Conclusion of the lesson. Learners will summarize

Management roles and skills”

Preparation (Aids and Equipment)

1. Crace A., Acklam R. total þ flashcards þ whiteboard þ computer

ð individual ð plenary discussion In-Class Time: 80 minutes

STAGES OF THE LESSON

Time and stages/ Materials Teacher’s instructions Student’s activities

Stage 2 Activity 1. Class work. Activity 1.

15 minutes Activity 2. Play the video. Activity 2.

20 minutes Activity 3 Activity 3

10 minutes Activity 4.Technology:Resume Activity 4

Handouts Filling in table Small group work. Students

To teach the learners to find

Handouts Answering the questions Answering the questions

Group work. Group work.

Aim of the activity: To teach Students will look at the

5 minutes Conclusion of the lesson. Learners will summarize

Unit1.Lesson2. Planning in the organization(p.20)

Preparation (Aids and Equipment)

1. Management basics þ flashcards þ whiteboard þ computer

þ on going assessment þ on going assessment

Activity Type: Lesson Length: (hours/days)

ð individual ð plenary discussion In-Class Time: 80 minutes

STAGES OF THE LESSON

Time and stages/ Materials Teacher’s instructions Student’s activities

Stage 2 Activity 1. Class work. Activity 1.

20 minutes Activity 3 Activity 3

10 minutes Activity 4.Technology:Problem Activity 4

Aim of the activity:

To teach the learners to find

Handouts Answering the questions Answering the questions

Group work. Role play Group work.

Students will look at the

LESSON PLAN 4..

GR. PROGRESSIVE TENSES IN THE ACTIVE AND PASSIVE VOICES ”

Preparation (Aids and Equipment)

1.К.Н. Качалова, Е.Е. þ flashcards þ whiteboard þ computer

þ on going assessment þ on going assessment

Activity Type: Lesson Length: (hours/days)

ð individual ð plenary discussion In-Class Time: 80 minutes

STAGES OF THE LESSON

Time and stages/ Materials Teacher’s instructions Student’s activities

Stage 2 Activity 1. Class work. Activity 1.

15 minutes Activity 2. Play the video. Activity 2.

10 minutes Activity :.Technology:Problem Activity 4

Lesson plan 5..

UNIT 2.LESSON1.TEXT: “THE HISTORY OF THE INDUSTRY OF UZBEKISTAN ”

Qurbonova Sh.X. , Saitova K.H., þ flashcards þ whiteboard þ computer