Culture teacher’s notes B2 Unit

Office jargon
LEARNING ■ I can learn about office jargon used at work around the world and make connections with my own
OUTCOMES culture.
■ I can discuss different office jargon of my choice and understand my own cultural identity.
■ I can make comparisons between cultures and use my own beliefs and values to improve my cultural
knowledge.

2c Ask students to read the article again and choose the

A VOCABULARY FOCUS
best answer according to the article. Have students
acronym [n]: an abbreviation consisting of letters that work alone and then check their answers in small
form a word. For example, NATO is an acronym for the groups.
North Atlantic Treaty Organisation.
Answers
buzzword [n]: a word that has become very popular,
especially a word relating to a particular activity or 1 b  2 b  3 a  4 b  5 c  6 c
subject
dynamic [adj]: continuously changing, growing or Gateway to culture
developing 3a In pairs, students discuss and answer the questions.
generate [v]: to make a lot of people express feelings Elicit feedback from the class.
or opinions about something
lingo [n]: a language, especially one other than your Answers
own Students' own answers
mainstream [adj]: considered ordinary or normal and
accepted or used by most people PROJECT
overcome [v]: to succeed in dealing with or controlling
3b Explain to students that they are going to work in
a problem
small groups and prepare a glossary of office jargon.
rate [v]: to be considered as having a particular quality They will research other jargon from around the world
and find out where there are any similarities with
WARMER
their language or if there are any that could easily be
Write office jargon on the board and explain that confused in meaning. Encourage students to discuss
students are going to read a text about language the points given and any other areas they find of
used in work and office environments. Elicit from interest whilst doing their research.
students any items of jargon they might already
For Step 1, they can think about any work or office
know. Give students two minutes to brainstorm ideas
jargon there is in their language. For Step 2, they will
in small groups. Collate their ideas on the board for
need Internet access to do their research, and this
them to check later on in the lesson.
can either be done in class or at home. Students can
share their findings with their group in the next class.
1 Ask students to read the definition and discuss the
definition and phrases with their partner. Elicit any 3c Students use their findings to present new items of
thoughts on their meaning from students, then ask them jargon to the class. Have them expand on what is
to answer the question. Find out which word or phrases or isn't similar to their own language and to present
any students have heard before. the new words and phrases in a short dialogue to
give context to their meaning. Ask students who are
2a Students read the article about office jargon and answer watching to write down the words and phrases they
the question. hear and to guess the meaning from the context.
Answers
'Going forward' is used to describe moving on from a
certain point and to leave another point behind. Sam thinks
it is a positive phrase so we can infer he likes using it.
2b Ask students to read the article again and decide which
of the words or phrases explained in the article best
fit within the context of each sentence. Have students
check their answers with a partner.
Answers
1 heads-up  2 cascade  3 challenge  4 touch base
offline  5 think outside the box  6 no-brainer

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