Iris Ricoy B. Iris Ricoy B.

C1+ level


Students will learn the vocabulary and terminology regarding businesses as well as business people. They will read about an entrepreneur (business person), review and practice reading skills on entrepreneurship and its vocabulary. They will also have the opportunity to watch a video on how to make conversation to enhance their listening and speaking skills.


Main Aims

  • Read about how different entrepreneurs found success despite humble beginnings or dire situations.

Subsidiary Aims

  • To provide detailed listening practice using a video on general or personal topics in the context of TedTalk to improve conversations in general.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Group ss and ask them if they would like to own their own business one day, and what type of business would it be and why. Discuss with whole class. Either take notes or correct on spot on mispronunciation or wrong word use.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Group ss and ask them to sort the words into two columns. Col. 1 Helping Others, Col. 2 Power and influence. Ask them not to worry about their meanings for the definition will come in the next listening exercise where they can check their answers.

Useful Language (15-20 minutes) • To highlight and clarify useful language for coming productive tasks

1st stage: Group ss. Ask Ss to match the entrepreneur with their description, which includes an array of new words related to running a business and background. Check with the whole class, should they have any questions, ask them to look the terms up in the dictionary. 2nd stage: Group ss and ask them to do the multiple choice exercise with entrepreneurship definitions. Check with whole class. 3rd stage: Group ss Ask ss to choose the correct options to complete the descriptions. Check with whole class.

Productive Task(s) (20-25 minutes) • To provide an opportunity to practice target productive skills

Group students and ask them to discuss which one of the business owners we reviewed they admire they most (or someone else they look up to in business) and why. Put in breakout rooms and supervise discussions. Switch members as often as possible so that they all get to interact with everybody and exchange their thoughts and ideas.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Review with students notes you took during their many different groupings in Zoom about most mispronounced words, or words which depending on stressed syllable can be either nouns or verbs. If time allows, you can go through how last class's spelling of words can also affect their pronunciation, or how affixes can help you use the right word in a sentence.

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