Match the following words from the text placed in the left column with their synonyms given in the right column. Consult a dictionary if necessary.

8. Match the following phrases from the article (sometimes more than one combination is possible):

9. Look in your dictionaries / computer to find collocates, other meanings, information, synonyms … for the words ‘middle-aged’ and ‘employment’. Fill in the table given below.

· Share your findings with your partners.

· Make questions using the words you found.

· Ask your partner / group your questions.

10. In pairs / groups, write down questions about ageism in the workplace.

· Ask other groupmates your questions and note down their answers.

Search the Internet and find information about laws regarding age in your country. Talk about what you discover with your partner(s) in the next lesson.

12. Write down (or brainstorm) three types of ageism you have read about (in your town/city). Talk about them with your partner(s). Will the new laws help to change this? Are these typical examples?

13. Write a newspaper report on ageism in your town/country. (Minimum 100 words).

With your partner(s), talk about the following opinions on ageism. Change partners and share your findings.

1) It is a good idea for a company to ask for a photograph to go with a C.V.

2) Attractive young women employees are better for business than older females.

3) People should have the right to retire when they want.

4) Being ‘over the hill’ at 40 means you are on the job scrap heap.

5) People over 60 should retire tomorrow.

6) Human resource departments should retrain their staff to accommodate the new laws.

7) Mick Jaggar should retire as he is over 60.

8) Working after the age of 60 is bad for your health.

Write a letter to the Guardian newspaper. Tell them what you think of the new employment laws in the European Union. Ask three questions. Show your letter to your classmates in the next lesson. Your classmates will write a reply.

ROLE PLAY

AGEISM: EXERCISE A

Split the class into groups of 3.

Student A is the employer of one of the big high street banks. You select one of the classmates for the job of receptionist.

Student B is a judge in a court.

Student C is one of the following not selected by student A:

1) You are a very attractive young woman. And you have just finished school/university and are looking for a job.

2) You are a 45 year old woman looking for a job as a receptionist. You have 20 years experience as a receptionist in your previous company. You were made redundant.

3) You are a 60 year old woman / man receptionist hoping to stay on in their job rather than forcibly retire at 60.

ROLE PLAY: You are in court.

Student C has taken the employer (student A) to court as they feel they should have got the job.

Student C should argue their case. The employer should defend theirs.

The judge (student B) has to listen to both sides. Student B has to decide whether student C will win their case or not of not of getting the job(or staying on). What compensation if any will you give? Ultimately decide who is right.

AGEISM: EXERCISE B

Split the class into groups of 3.

Student A is the boss of a department in one of the big high street banks. You have fired student C from their job.

Student B is a judge in a court

Student C is a 48 year old man / woman who worked as a manager in one of the big high street banks. You have been sacked for being:

1) too old for the job at ‘48’

2) too expensive. You earn too much. Your employer can hire someone younger and cheaper.

3) a threat to your new younger boss who wants staff to be generally under 35 - (but won’t admit this). Hiring new younger staff will save the new boss money. Less years experience is immaterial as the new replacement for this particular job will mean less of a threat.

ROLE PLAY: You are in court.

Student C has taken the employer (student A) to court as they feel they should not have been sacked – unfair dismissal.

Student C should argue their case. The employer should defend theirs.

The judge (student B) has to listen to both sides. Student B has to decide whether student C will win their case (or not) of not of losing their job. What compensation if any will you give? Decide.

QUESTIONNAIRE

EXERCISE C

Each student in the class writes down one example of ageism. Fill in the table below with as many details as you can.

Discuss with each other:

A. The strengths

B. The weaknesses

C. The treats

D. The opportunities

E. The new ageism law and how it will affect other cases like this one in the future.

Date: 2015-12-17; view: 1305