Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Thursday 21 January 2021 - 6-8pm
Advanced level

Description

In this lesson, students practice listening, working with audio relating risk. Students are enabled to practice speaking for fluency as they work with partners and groups to complete listening exercises, and they extend their lexical range in the context of risk.

Materials

No materials added to this plan yet.

Main Aims

  • To enable students to practice listening, working with audio relating to risk.

Subsidiary Aims

  • To enable students to practice speaking for fluency in the context of working with partners and groups to complete listening exercises related to outsourcing.
  • To enable students to extend their lexical range in the context of discussing risk.

Procedure

Welcome (5-10 minutes) • To welcome students to class and to troubleshoot any problems.

T welcomes Ss to class. T asks how Ss are, if they have any questions or concerns about the course materials, platforms, etc. T and Ss chat informally as all Ss arrive to the Teams platform.

Review (10-15 minutes) • To review what we covered in last class and to begin setting the context for today's lesson

T gets Ss attention. T nominates S: “what did we work on in our last class?” - ask Ss what they worked on in last class: - We introduced ourselves - We practiced reading for gist and detail in the context of a short text about corporate crises - We practiced speaking for fluency in the context of interviewing and introducing their partners, and discussing corporate crises T sends Ss links to Jamboards in chat: Vocabulary Review: Risk Group 1: https://jamboard.google.com/d/1G5d8-2NgcNI7atNDtmngge-pbnJ_Jz--j2pcRKEkklw/edit?usp=sharing Group 2: https://jamboard.google.com/d/1DO9ILb-adQCbhI_dhf7INi1HwR-bHWtvpPYkVJRoFVY/edit?usp=sharing Group 3: https://jamboard.google.com/d/1jDUD-VsV2BFzH9fKBz2pYcbvQX2AACpM6a4oKaU4JHM/edit?usp=sharing T demonstrates how to use Jamboard. T asks Ss to work in pairs/group of 3 for 5 minutes to match sentence beginnings and ends. ICQ: are we working in pairs? [yes, or group of 3] ICQ: how many minutes do we have? [5 minutes] T assigns Ss to channels. T monitors channels for feedback/DEC. T calls Ss back to main session to go over answers in OCF.

Lead-in (5-7 minutes) • To set lesson context and engage students

T gets Ss attention. T shows video: “BBC News: Volkswagen CEO: 'We have totally screwed up’” https://www.youtube.com/watch?v=5uljMgnYcMU T asks Ss: Q: what do you think is going on in this video? A: VW CEO making a public apology after the emissions scandal in which VW falsified lab tests regarding emissions of their diesel cars to be able to be regulated in California; to read more see https://www.bbc.com/news/business-34324772 [send link in chat] T nominates Ss to talk about risk and scandal in the context of the VW emissions scandal to bring us back to our conversation about risk and business.

Pre-Listening (12-15 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide: "Work with a partner. Using the vocabulary we have learned, discuss what advice you would give to someone in the following situations..." T asks Ss to head to the channels with their pairs/groups for 5 minutes to discuss. ICQ: are we working in pairs? [yes, or group of 3] ICQ: how many minutes do we have? [5 minutes] T assigns Ss to channels. T monitors channels and takes notes for feedback/DEC. T calls Ss back to the main session to share their discussions.

While-Listening 1 (12-15 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T: Okay, now we're going to listen to three people talking about risk. T shows slide with table. T: “Please listen to the speakers and take note of 1. What their job might be 2. What risks they have to deal with. We will listen at least twice, so don’t worry if you don’t catch everything right away.” T plays audio 1-3 times. T asks Ss to head to the channels with their pairs/groups for 5 minutes to compare their ideas. ICQ: are we working in pairs? [yes, or group of 3] ICQ: how many minutes do we have? [5 minutes] T assigns Ss to channels. T monitors channels and takes notes for feedback/DEC. T calls them back and goes over their answers in open class feedback, using slide as a whiteboard.

While-Listening 2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T: Okay, now we're going to listen again to the three speakers talking about risk. While we listen I'm going to ask you to match the adjectives to the speaker who uses them (whole class) in this Jamboard: https://jamboard.google.com/d/1i8odYnYyAaieOv91REK4tPZrY3CAV_ijz65d3TirBIs/edit?usp=sharing T plays audio 1-3 times. T takes up answers in OCF.

Post-Listening 1 (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T: "Okay, now let's work a bit more with adjectives" T sends like to Jamboard: https://jamboard.google.com/d/1j7jGiVstrMdQO4Axu6cCvI8XyNRyYmIJC-9lQI4l_Fk/edit?usp=sharing T: "Which of these adjectives have a positive connotation and which have a negative connotation?" Let's work as a whole class for 3 minutes to move the stickies into the 'positive' and 'negative' columns. ICQ: are we working in pairs? [no, as a full class] ICQ: how many minutes do we have? [3 minutes] T monitors as class works and takes notes for feedback/DEC. T nominates Ss to share their ideas of +/- connotations.

Post-Listening 2 (10-15 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned.

Read these four comments from employee appraisal reports. Which of the adjectives from the previous exercise could be used to describe the employees’ attitudes towards risk? (slide)

Feedback and DEC (12-14 minutes) • To provide feedback and delayed error correction.

T addresses any good language and interesting/important errors noticed during monitoring/feedback.

Conclusion (5-7 minutes) • To sum up and close the lesson and to prepare for the following lesson.

T gets Ss attention and thanks them for their time. T asks Ss if they have any questions or concerns, specifically about accessing course materials, platforms, etc. T takes note of anything to address with supervisors/academic services. T asks Ss to look at “Guidelines for participating in a teleconference” in class materials folder before next class. T thanks Ss again for their time, and wishes them a good day.

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