There has been a change in attitudes among young people towards manual labor jobs. Previously seen as undesirable, jobs at fast food chains like McDonalds and Wendy's are now highly sought after, with hundreds of teenagers applying for openings. Even students from wealthy families now compete for these jobs. Fast food companies no longer need to advertise openings as they are referred enough new applicants from current young employees.

2. We said last time
that communication
is a two-way
process.
What do we mean
by this? Lina?

3. (finally stops)
I think . . .

4. (Draws a diagram on the board)
Let’s look at
this diagram on
the board.
What do the
two circles
represent?
Lina?

5. The first circle
stands for the
speaker. . .
And the second
stands. . . For. . .
(finally stops)

6. If this circle is for
the speaker, what
could the second
circle be for?
(silence)

7. If there’s a
speaker there
should be a. . .
Yes Lina?

8. A listener!

9. Very good! Why
do we therefore
say that
communication is a
two-way process?

10. Try to analyze the given
situation.
What seems to be the problem
of the teacher?
What does the teacher try to
do then?

11. Initially, the teacher poses a question,
the purpose of which is to assess
previous learning.
Second, when the teacher fails to get
an answer, s/he concretizes the
concept by way of diagram on the
board; until s/he finally gets the
correct answer.
This sequence of questioning is
called funneling .

12. Open question (HLQ) specific question
(HLQ) specific question
problem solving

13. Funneling can be illustrated this way:

14. Funneling as a sequence of
questions lends itself strongly to
a teaching situation where the
teacher assists the learner to
arrive at an answer. It begins
with an open question and
proceeds to specifics and then to
problem solving.

16. The teacher initially asked an open
question (HLQ): “what do you mean by
communication is a two-way process?”;
then s/he proceeded to do something
specific: “what do the two circles
represent?”(which is a high level
question); finally s/he asked the
clincher question: “Why do we
therefore say that communication is a
two-way process?(once again this is
a high level question.)

17. The teacher would
like to go back one part
of a lesson on Type 1
conditional. S/He then
asks the following
questions:

18. Yesterday, we said
that there are four
types of conditional
and these are types
1,2,3, and 4. lets go
back to the type 1
conditional.

19. Lets go back to the
type 1 conditional.
What characterizes
Type 1 conditional,
class?
(No answer; there is
complete silence)

20. What characterizes
Type 1 conditional?
(no answer; there is
complete silence)

21. Let me write this
sample sentence in the
board
(She writes. . . )

22. If I come
tomorrow,
I’ll join you

23. Let’s look at the sentence
once again and divide it
into two parts.
Where can we divide
the sentence?
Yes, Leo?

24. In the middle,
ma’am.

25. Would you like to
come to the board
and show to the class
how it is done?
(Leo goes to the front and divides the sentence)

26. If I come
tomorrow/
I will join you
for lunch.

27. That’s very good,
Leo! Now which of the
two parts sets the
condition?

28. The first part; the
if part, ma’am.

29. Okay. What about
the second part,
Myra?

30. It shows the
effect. This
means that if the
person comes
tomorrow
something will
happen.

31. Very good, Myra.
Is this thing
likely to happen,
class? Yes Molly?

32. Yes, Ma’am.

33. Okay. What then
characterizes
Type 1 conditional?

34. Look who’s doing
the dirty work

35. There is definitely a change in the
attitude of our young people towards work
nowadays. Some years back, most of them
wouldn’t be caught dead holding a broom
or doing anything else associated with
manual labor. But these days they’re
fighting over jobs which call for who will
wield the mops, peel potatoes, and clean
out garbage bins in such places as
McDonalds, Wendy’s, Jollibee, and other
fast-food chains.

36. Getting the manual jobs in these
establishments has become so
attractive even among the preppies of
elite, private schools where children of
the upper socioeconomic strata of our
society study. This summer, these
students will be competing again for
jobs at the fast-food chains
particularly the multinationals.

37. The operations manager of
McDonald’s says, “Our company no
longer advertises opening in its
outlets. Each time vacancies are
announced, 500 to a thousand eager
teenagers turn-up, giving the
personnel department headaches.
We just ask the kids who work here
to refer their friends to us.”

38. Another young girl from a very affluent
family, Alice Soria, a McDonald’s part-timer
explains the phenomenon.
“Before it was low class, cheap, to work in a
restaurant. Now my friends, say: ‘wow,’
‘Heavy!’ when I tell them to work at
McDonald’s.”
Julie Solis, 19, a third year college student,
says her friends at school all want to land
part-time jobs at Wendy’s where she
prepares food.