HEAAADERLOGORIGHT

BUSINESS ENGLISH · BUSINESS ISSUES · UPPER-INTERMEDIATE (B2-C1)

MIXING
RESPONSIBILITIES

QrrkoD Scan to review worksheet

Expemo code:
19EB-33CF-F5R6

1 Warm up
In pairs, discuss the following questions.

1. What is meant by the term hybrid working?

2. What are the advantages and disadvantages of hybrid working?

FOOOOTERRIGHT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 1/7

 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

2 Listening comprehension

Listen to the conversation and decide if the following statements are true (T) or false (F).

1. The conversation happens in the morning.

2. The mother is usually awake before the father.

3. The father gave an online presentation today.

4. The mother works from home every day.

5. The mother is the CEO of her company.

6. The father plans to take the children outside tomorrow.

7. The father feels as though he doesn’t follow the rules he sets for his son.

3 Listening discussion

Listen to the conversation again, and, with a partner, discuss the following questions.

1. The father says. ‘Some days, I feel on top of it all...’ What do you think this means?

2. The mother describes herself as ‘an early bird’ and the father as ‘a night owl’. What does this mean?
And which one are you? Why?

3. Have you had to work at home with the rest of your family there? What happened? Did it go well
or not? Why?

4. Do you think the couple have a good relationship? Why/why not?

5. Would you prefer to work from home or commute to a workspace? Why?

FOOOOTERLEFT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 2/7

 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

4 Focus on vocabulary
Part A: Match the words to the definitions.

1. detrimental (adj.) a. reduce the negative effects of something

2. minimise (v) b. a limit of something abstract such as behaviour, subject or
area of activity
3. distressed (adj.) c. give something less importance
4. mitigate (v) d. say or do things to make someone feel less worried or scared
5. boundary (n) e. having feelings of great worry and panic
6. expectation (n) f. observe a particular action and copy it, consciously or
unconsciously,to make it a part of one’s nature
7. reassure (v) g. a belief in the way someone should act or perform in a
particular situation
8. internalise (v) h. very harmful or potentially damaging
Part B: Now, using a different part of speech from the words from Part A in brackets, complete the
following sentences. You may need to use a dictionary.

1. The factory closed down in December 1989 to the of the local community and
it wasn’t long before lack of work and the associated problems started to increase. (detrimental)
2. I worked in Sales for a while, but had interest in the job and soon moved on to
other things. (minimise)
3. Rashed was well-respected by his colleagues and many found news of his sudden passing quite
. (distressed)
4. The poor sales record did have certain factors, such as the recession and a couple
of the suppliers going bankrupt. (mitigate)
5. There’s nothing we can really do here as we’re by the terms of the contract.
(boundary)
6. The conference ran into problems when the main hall flooded following heavy
rain. (expectation)
7. We need some from them that they will be able to fulfil their side of the agreement.
(reassure)
8. HR feel that the police don’t need to be involved and we can deal with the matter .
(internalise)
Now in pairs, discuss the following questions.
1. What habits do you have or have you had in the past which are detrimental to your health?
2. When you start a new job, what are your expectations from the employer?
3. When was the last time you had to reassure someone who was upset or worried? What happened?
4. When you meet someone new, what boundaries do you have with topics of conversation?
5. What behaviours did you internalise from the people responsible for you when you were growing
up?
6. What kind of situations have caused you to feel distressed in the past?

FOOOOTERRIGHT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 3/7

 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

5 Skimming for gist

Look at the following extracts from the article on page five. Decide which gaps (a – f) the extracts
should go in. You will not need all of the extracts.

1. Now, this is not going to be possible.

2. Children can learn a lot from their parents if they set a positive example.

3. Employers have noted the savings made by not having to provide power and services for large
offices.

4. Another problem is that children may be spending more time on game consoles and less doing
their school work.

5. There is also the fact that, with home working, parents are able to be there for lunch and snacks
and can take a break for a trip to the park.

6. The effect of balancing work and home life can be deeply rewarding for many of them.

7. You can also tell your child a bit about what you do and why doing it is important for them.

8. Communicate with the child that when you are there, you have to concentrate on your job.

FOOOOTERLEFT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 4/7

 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

Mum is trying to work, darling!

Working and parenting from home

1. It seems not so long ago that working from home was mainly something that the self-employed did. The rest of
us got up and went to work, taking our children to school on the way there, and picking them up on the way back.
Recent years have changed this, and even though there are signs that the worst of the pandemic may be over, the
effect that it has had on our working lives is not. Workers have largely embraced the convenience of not having
to commute through cities and traffic to do exactly what they could do from the comfort of their bedrooms and
home offices. (a.) It looks as though for many working from home, or at least hybrid working,
is likely to become permanent. But what effect is this having on the children who no longer see their parents
disappear to work, but are now effectively ‘at work’ with them. When every day is a ‘bring your child to work’
day?

2. Recent research has shown that, particularly with younger children, it could have a detrimental effect. When
children are around their parents while they are working, they pick up signals that they are not as important as
the tablet, phone or laptop. As adults, we’ve all felt irritated with a friend or colleague who looks at their phone or
texts mid-conversation. It’s rude and it angers us because we feel minimised. Yet that is how children are feeling
all the time, particularly those children who are too young to understand the significance of the work their parents
are doing. Additionally, they may experience anxiety if their parents are visibly distressed or angered by their work
and feel that it is somehow their fault. It’s not a new situation for children to lose out on time with their parents
due to long working hours. However, previously, there was the possibility that they could receive their parents’
full attention when they were at home. (b.)

3. There are a few ways to mitigate this as a home-working parent. Firstly, you can create a specific work space,
be it your bedroom, an office or a corner of the living room. (c) This sets clear boundaries and
expectations for the child. (d.) If they understand a little more about your role and the type of work
that is taking away your focus, they may well be more accepting of it. You can talk to them about your daily tasks,
letting them know in advance when an important meeting is going to happen and they need to be extra quiet,
or when they can sit quietly near you. This also needs to be balanced with parents setting limits on themselves
and devoting their attention more fully to their kids outside of working hours. If children see that they will have
attention when their parent is not in the workspace, they will feel much more reassured and comfortable.

4. It isn’t all doom and gloom for homeworkers with children. (e.) When parents happily interact
with colleagues and are at ease doing their jobs, this is something that their children will internalise. They can also
learn their parents’ values, and that work is something that can be fulfilling and enjoyed. Seeing their parents split
their time between family and work can, if done positively, help children to understand the importance of both.
(f.) The hours potentially lost to commuting can be invested back into family time.

Sources: BBC, The Conversation

FOOOOTERRIGHT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 5/7

 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

6 Reading comprehension

Complete the following sentences with one, two, or three words from the article on page five.

1. have been undeniably changed in recent years, and look likely to remain so even
after the worst of the pandemic passes by.

2. Children from their parents’ behaviour about how important they are, and can
often feel left out in favour of mobile devices.

3. If a parent’s mood is negatively affected by their work, it can cause the child as
they may suspect they are responsible for the problem.

4. Having a at home is a good way of clearly communicating when a child can and
can’t interact with you during the work day.

5. should be something parents do with their children, but also with themselves to
ensure that the child does receive regular attention away from work.

6. Seeing parents with their work is a positive model for children and creates a positive
foundation for their own careers.

7. Work and home life are both enormously important and children learning how to
so that each receives attention is a valuable lesson.

8. can be gained when parents work from home as they will spend less time commuting.

7 Scanning for vocabulary

Quickly read through the article on page five and find words or phrases which mean the same as the
following.

1. working for yourself (paragraph A)

2. ease (paragraph A)

3. annoyed (paragraph B)

4. importance (paragraph B)

5. giving the entirety to something (paragraph C)

6. there is hope (paragraph D)

7. satisfying (paragraph D)

FOOOOTERLEFT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 6/7

 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

8 Talking point

In pairs, discuss the following questions.

1. What was your reaction to the article? Did you think it was useful? Why/why not?
2. Do you think it is a good thing for parents to be around their children when they are working?
Why/why not?
3. What do you predict for the future of working? Do you believe hybrid working will stay with us?
Or do you think eventually office work will become what the majority are doing again? Why?
4. How would you define your ‘work values’?
5. What would you want your children to learn about work?

9 Extended activity/Homework

Read the following question.

Write a letter to your children for them to read when they are about to start work. Consider the
following questions.

1. What advice will you give them?

2. What should they look out for?
3. What should they do in order to do well?
4. What mistakes should they avoid?

You should:

• Write at least 250 words

• Check your spelling, grammar and punctuation

....................................................................................................

....................................................................................................

....................................................................................................

....................................................................................................

....................................................................................................

FOOOOTERRIGHT Interlang, C/ Estrecho de Messina 13, 28043, Madrid 7/7

 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

Transcripts

2. Listening comprehension

Mum: Hi remember me?

Dad: Oh yeah, aren’t you ... wait, aren’t you the mother of my children?

Mum: Yes, how are you doing? Haven’t seen you in a while! (laughs)

Dad: Now I’ve put them to bed, I’m great! (laughs)

Mum: Today was exhausting!

Dad: Tell me about it. What time were you up?

Mum: About 4.30. I need that early morning time to get myself together and actually do some
work before it all goes to hell.

Dad: Every night, I tell myself I’m going to do that, and every morning when the alarm goes off,
I tell myself I need just a few more minutes of sleep.

Mum: You’re a night owl, I’m an early bird, it’s just how we are.

Dad: But I want to be an early bird and watch TV at night instead of doing the work I need to
do. By the way, thanks for helping me out today. I owe you. Tomorrow, they’re mine.

Mum: It’s fine. Apart from when Justin dropped his yoghurt, I think it went pretty well.

Dad: Oh, I don’t think anyone even noticed the screaming child while I was presenting – and if
they did, they probably didn’t want to say anything in case they have their own children
screaming on call in the future.

Mum: I don’t think I’m convinced about this hybrid working situation. Don’t get me wrong, I love
not having to commute every day. With my job, that’s easily two hours of the day I get
back. But organising myself and kids and work?

Dad: Yeah, it’s a challenge. Some days I feel on top of it all, but there are days when I feel like
I’m a terrible employee, a terrible father and a terrible husband.

Mum: (with joking intonation) Oh honey, don’t think like that. Trust me, you’re a terrible husband
EVERY day, not just some days.

Dad: Just for that, I’m not going to tell you where Becky hid the chocolate spread.

Mum: I’ll just go and buy more.

Dad: or the car keys...

Mum: Fine. You’re a wonderful husband on most days.

Dad: I’ll be wonderful tomorrow while you’re in your meeting. What are you doing again?

FOOOOTERAPPENDIXRIGHT
Interlang, C/ Estrecho de Messina 13, 28043, Madrid i
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

Mum: I’m just leading the meeting, but the CEO is going to be there. I just have to keep order,
but it would be difficult with Becky shouting at Justin in the background.

Dad: I’ll take them to the park. Don’t worry.

Mum: Thanks. Was Justin alright earlier?

Dad: Yes, he calmed down. I don’t know what to do about his phone. I had to tell him several
times to get off it and do his homework. But then, of course, I’m on my phone texting Jeff
about work. So, I felt like a real hypocrite. He can’t use his phone but I can use mine? I
don’t know what message we’re sending to kids there.

Mum: I think we’re going to have to sit them down together and explain what we do a bit. They’ve
just had to adapt to us being around all the time and it’s weird for them. I don’t think we’ve
ever really explained the situation.

Dad: You’ve got a point. Maybe if tomorrow we ... (fade)

FOOOOTERAPPENDIXLEFT
Interlang, C/ Estrecho de Messina 13, 28043, Madrid ii
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

Key

1. Warm up

5 mins.
This gets students to define the term and consider the pros and cons ahead of the main exercises.
Encourage pair work and elicit possible answers from the whole class.

2. Listening comprehension

5 mins.
Ask students to read through the statements before listening. This gets them to focus on the main details of the
conversation.

1. False. ‘Now I’ve put them to bed, I’m great!’

2. True. ‘Every night, I tell myself I’m going to do that, and every morning when the alarm goes off, I tell myself I
need just a few more minutes sleep.’
3. True. ‘...I don’t think anyone even noticed the screaming child while I was presenting...’
4. False. ‘I love not having to commute every day.’
5. False. ‘I’m just leading the meeting, but the CEO is going to be there.’
6. True. ‘I’ll take them to the park.’
7. True. ‘I had to tell him several times to get off it (the phone) and do his homework. But then of course, I’m on
my phone texting Jeff about work.’

3. Listening discussion

5 mins.
This allows students to talk about some of the language used and think about some of the issues raised.

1. It means I feel everything is going well and I’m able to do everything I need to do.’
2. A night owl is someone who functions better at night, an early bird does the opposite, and is generally better
in the morning.

4. Focus on vocabulary

5 mins.
Ensure students can correctly pronounce the target vocabulary. Ask them to do the task unaided I the first
instance, but allow them to use a reference if needed later.

1. → h. 2. → c. 3. → e. 4. → a. 5. → b. 6. → g. 7. → d. 8. → f.
Part B
10 mins.
Allow the students to use a dictionary to look up other parts of speech connected to the target word in brackets.
Ask them to decide which part of speech can fill the gaps beforehand. When they have finished, ask them to
discuss the questions to practise using the vocabulary. Circulate and help as needed.

1. detriment 2. minimal 3. distressing 4. mitigating

5. bound 6. unexpectedly 7. reassurance 8. internally

FOOOOTERAPPENDIXRIGHT
Interlang, C/ Estrecho de Messina 13, 28043, Madrid iii
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

MIXING RESPONSIBILITIES

5. Skimming for gist

1. b 2. e 3. a 4. not used
5. f 6. not used 7. d 8. c

6. Reading comprehension

10 mins.
Ask the students to read the text more carefully and complete the sentences so that they are grammatically
correct.

1. Our working lives 2. pick up signals 3. anxiety 4. specific work space

5. Setting limits 6. at ease 7. split their time 8. Family time

7. Scanning for vocabulary

5 mins.
This gives students additional support with vocabulary and can be completed before or after the main comprehension.

1. self-employed 2. convenience 3. irritated 4. significance

5. devoting 6. not all doom and gloom 7. fulfilling

8. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups. Circulate and help as needed.

9. Extended activity/Homework

40 mins. +
Ask students to plan, write and edit their letters. Be sure to give students feedback on their work.

FOOOOTERAPPENDIXLEFT
Interlang, C/ Estrecho de Messina 13, 28043, Madrid iv