LESSON OVERVIEW

The main objectives of this speaking lesson on work relationships are to:

• review vocabulary to talk about relationships at work;
• talk about the impact of certain workplace practices;
• watch a video titled ‘Why you should bring your whole self to work‘.

With this lesson, students revise phrases to discuss work relationships (e.g. conform to corporate norms), They talk about differences and similarities between relationships with colleagues and friends. Students also discuss the concept of covering (hiding parts of yourself to avoid seeming different). They watch a video and discuss workplace initiatives aimed at promoting inclusivity, team-building, and employee motivation.

This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.

VOCABULARY AND WARM-UP

Before this speaking lesson on work relationships begins, you can do a vocabulary activity so that students revise phrases that will be useful for further discussion. In the task, they match questions halves to create phrases (e.g. bridge the gap, fit in, downplay the importance, etc.). Students also answer any two questions of their choice. After that, the lesson features a warm-up. Students name one key similarity and one key difference between relationships with colleagues and friends. They consider specific aspects (e.g. trust, communication, personal boundaries and support). Then, they choose different people they work with for sets of activities (e.g. a person to have a coffee with, a person to do a project with, etc.) and explain their choices. Next, students discuss questions about workplace relationships.

VIDEO AND DISCUSSION

At this point in this speaking lesson on work relationships, students look at workplace practices (e.g.  flexible work hours, discussing personal issues, etc.). They discuss their impact on dynamics at work. After, they read about the concept of covering (downplaying or hiding aspects of yourself so as not to appear different). They also explore examples. Then, students choose examples and discuss why people might be doing them (e.g. a woman dressing in a more masculine style). Additionally, they say the potential consequences they may have for the individual or the company. Following that, they watch a video titled ‘Why you should bring your whole self to work’. Students say which of its ideas resonates with them the most. Next, students read about workplace initiatives (e.g. The project manager invites their team to attend a poetry reading they’re participating in) and discuss questions about their effects, benefits and challenges.