Mohamed AlZainy Mohamed AlZainy

LessonPlan-1 Zainy
Upper-Intermediate level

Description

{In this lesson, Ss will be familiarized with responsibilities by figuring out how to express their duties at work and others as well in the context of companies, departments and organizational structures. They will practice speaking for accuracy and fluency in activities about their companies' organizational structures, departments and the responsibilities of different individuals in their companies including themselves.}----- [Class Profile: 10-12 corporate students, 9 males, 3 females, all middle managers working in the same company.]----- [Timetable fit: Previous lesson was about projects and students learnt about deadlines, schedules, reports and budgets.They learned modals of obligation, and passive voice]----- [Assumptions: Ss are business aware/ They are familiar with functional language/ They are familiar with gerunds that aren't in the present progressive form(without auxiliaries)/ Students have an understanding of prepositions and phrasal verbs]----- [Anticipated problems: -Ss would think this language is only to express responsibilities in business and doesn't expand to other contexts Solution: Point out that the form is generic and expands outside business context/ including such usage in H.W -Ss Would mistake 'for' with other prepositions Solution: Stress on the preposition when highlighting, write it in different color/ Correction(reformulation/peer correction) -Ss may confuse pronouns thinking the form is rigid and is only used with 'I' Solution: Less controlled practice.]----- [Personal aims: Decrease TTT!!]

Materials

Abc Over head projector
Abc Tennis Ball
Abc Colored Markers
Abc Handout 2
Abc Handout 1

Main Aims

  • To provide clarification, review and practice of language used for Expressing responsibilities in the context of business

Subsidiary Aims

  • To provide fluency speaking practice similar to real business conditions

Procedure

Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

*Write on the board "Whose responsibility is it?" *Pick two volunteers *Provide them with two Role pay cards to model a conversation between a manager and a subordinate, in which the manager blames the subordinate for some unfinished work and the employee answers it's not his responsibility, it's his colleague's. *Ask them to pay attention to intonation and to act the scene out rather than read * Ask ss : 1) Where is this conversation taking place? 2) Did 'Ahmed' cause the delay? Who did? 3) Will he be punished for it? 4)Who reports to whom in this Dialogue?

Exposure (8-10 minutes) • To provide context for the target language through a Visual

*Ask: Who thinks iphones are great? What company manufactures them? Who made the company? Did he do it alone? :He did it with a team. *Show the students visual of Apple's company structure including names and positions *Divide students in groups of three. * Provide each group with pieces of paper that contain departments' names and ask them to match them with positions in the visual *Observe,monitor, prompt then correct *Students work in groups figuring out the responsibilities of each individual and their department providing at least three responsibilities per department. *Plot the positions, departments and responsibilities on the board matched in a flow chart similar to the visual

Highlighting (2-3 minutes) • To draw students' attention to the target language

*After connecting departments and responsibilities' boxes with members of the board *Ask is Tim cook the CEO? *So the CEO is Tim cook's manager OR Tim reports to the CEO. *Ask: Is Tim Cook responsible for Legal department? -No, operations department *Ask: Is he responsible for finishing financial statements? *No Teacher says, So, Tim cook reports to the CEO and he is responsible for managing the operations ( stressing on to, for and managing)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

*Write down the marker sentences after uttering them orally: He is responsible for the Technology department He is responsible for managing operations Drill the phrases orally Clarify the word classes *In same groups, Students write down sentences describing responsibilities of other board members using the language together *Ss write phrases on the board

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

*Ss to address the class one by one, each one stands before the class and says his job and department and Ss guess his responsibilities using the form and he himself corrects them in meaning( peer correction) and the Instructor corrects form.

Semi-Controlled Practice (7-9 minutes) • To concept check further and prepare students for free practice

*Throw the ball game: It starts with the first thrower, where he says one of his responsibilities and ask 'what is your responsibility?' and throws the ball to another. Whoever gets it answers the question, report the other persons responsibility "He is responsible for maintaining the production line", says his responsibility and then asks again. *T observe with minimal intervention and takes notes for feedback *Erroneous attempts are written on the board, Ss are invited to correct, then T corrects and praises.

Free Practice (12-15 minutes) • To provide students with free practice of the target language

Task 1: *Students are seated in a circle according to their old grouping in threes *Using the boxes on the board of Apple's department heads and their departments responsibilities students vote on a single responsibility of the three to be assigned to each department. (class vote) *Every group is assigned a department and the voted on responsibility as the headline of the activity *Students design its structure, their positions in it, teams operating under them, and the responsibilities of each of them according to the department's responsibility on paper. ----------------------------------------------------------------------------------------------------------------------------------------------------- Task 2: *The following context is set, a new CEO has just held office at the company (the instructor) (teacher here is observer, monitor, assessor and participant which means no prompting) and the company is facing a major setback(predefined and would relate to the responsibility of every department) e.g. the employees are slacking in delivering on-site reports and clients aren't happy. (last chapter was about projects) *A general meeting is held where every group will present their department structures and responsibilities to the new CEO, and then they will debate over which department is more responsible than the other for the setback. *The teacher who is the new CEO is taking notes of the new information he is acquiring which of course is the mistakes and good usage for later feedback and praise. *The CEO ends the meeting and asks the legal department to open an investigation

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