Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Suite 1 - Saturday 23 January 2021 - 7:30-11:30am - Lesson 1a
Intermediate level

Description

In this lesson, we will introduce ourselves and the course objectives. Students will be enabled to practice reading for gist and detail in the context of profiles from a training website. Students will discuss their jobs and their company, and will thereby be enabled to practice speaking for fluency.

Materials

Main Aims

  • To enable students to practice reading for gist and detail in the context of profiles from a training company website.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of discussing their jobs and their company.
  • To enable students to practice speaking for fluency in the context of interviewing and introducing their partners, and discussing their jobs and their company.

Procedure

Course Introduction (15-20 minutes) • To introduce The Anglo, myself, and the materials that we will be covering in the next 30 hours of study.

T shows introductory Deloitte professionals slide presentation. T introduces The Anglo and encourages Ss to learn more by visiting the website. T introduces herself and provides contact information, encouraging Ss to contact her with any questions or concerns about the course. T introduces the materials to be covered in the 30 hour course - units 1-3 of Business Result Intermediate. T stresses the focus on COMMUNICATION. T asks Ss if they have any questions or concerns.

Student Introduction (20-22 minutes) • To provide students with an opportunity to introduce themselves and to get to know their colleagues; to enable students to practice speaking for fluency; to enable teacher to gather information about students that will inform the group profile and will allow for personalized and student-centred lesson planning.

T gets Ss attention. T shows Jamboard with icebreaker questions. T tells Ss that they will be paired up (odd # = one group of 3) and asks them to interview each other using the questions on the Jamboard for 6 minutes (3 minutes each) T asks Ss to make sure to ask the Qs in blue (name, location, job, why English?) and tells them that they can use the additional Qs to get more information about their partners. T tells Ss that once they are done interviewing their partners, that they will come back to the whole group and present their partner to the group. ICQ: are we working in groups? [no, in pairs] ICQ: are we interviewing our partner about themselves? [yes] ICQ: how many minutes do we have? [6 minutes total, 3 per person] T asks Ss if they are familiar with channels/breakout rooms? [If not, T gives brief intro to functions] T sends Ss to channels/breakout rooms. T calls Ss back to main room. T nominates Ss to introduce partners [approx. 2 minutes per person = approx. 7 minutes]

Lead-in (3-5 minutes) • To set lesson context and engage students

T shows profile slide: “Does anyone know what these are? T nominates Ss. T: What are profiles used for? T nominates Ss. [Describing ourselves. Sometimes we do it in different ways. Photos are used so that we don’t have to describe our physical appearance. Sometimes we do describe our appearance. Sometimes we describe our personality, or our work experience, for example. Today we are going to be talking about our work lives...

Pre-Reading 1 (8-10 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide with discussion Qs: Where do you spend most of your working day? At your desk, in meetings or somewhere else? How much of your time is spent working on your own, with colleagues or with clients? T nominates Ss to read the Qs aloud. T asks Ss to get together with a partner to discuss these Qs for 5 minutes. ICQ: will you be working with a group? [no, with a partner] ICQ: how many minutes do you have to discuss? [5 minutes] T sends Ss to channels to discuss. T monitors channels and takes notes for feedback & DEC. T brings Ss back to main session and nominates a couple Ss to share their discussions

Pre-Reading 2 (12-15 minutes) • To prepare students for the text and make it accessible.

T gets Ss attention. T sends Ss links to "Pre-Reading 2: Match to Make Sentences" Jamboards (1 per pair) Group 1: https://jamboard.google.com/d/10xRUBPYs6GaDlWNykcFJpSyRuCCQ0ijxBE6_uzs6RQc/edit?usp=sharing Group 2: https://jamboard.google.com/d/1ZeZxg60rH7b2ENhp29fDo2efo9HZZ9Ch4aotuwF8GbI/edit?usp=sharing Group 3: https://jamboard.google.com/d/1YI92gglEr28ThhM3F7s3gJFqSNJ2OyGtXwGPEt_LOS0/edit?usp=sharing Group 4: https://jamboard.google.com/d/1YI92gglEr28ThhM3F7s3gJFqSNJ2OyGtXwGPEt_LOS0/edit?usp=sharing T instructs Ss to work in pairs for 5 minutes to match stickies to make sentences. ICQ: how many minutes do we have? [5 minutes] ICQ: are we working in groups? [no, we are working in pairs] T sends Ss to channels for 5 minutes. T monitors channels and takes notes for feedback & DEC. T calls Ss back to main session. T nominates pairs to check their answers in OCF.

While-Reading 1: Gist (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks.

T gets the Ss attention. T sends link to Google Form in the chat: https://forms.gle/6hv4VHiDnV3saAZg8 T instructs Ss: Please have a look at the Google Form. You will see four professional profiles. I want you to work with a partner read them quickly and answer the questions. You have 5 minutes. ICQ: Are you working individually? [no, with a partner] ICQ: How many minutes do you have? [5 minutes] T sends Ss to channels to discuss. T monitors channels and takes notes for feedback & DEC. T brings Ss back to main session and nominates Ss to share their answers.

While-Reading 2: Detail (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks.

T gets the Ss attention T instructs Ss: “Now I would like you to read the profiles in more detail and work with a partner to fill out this table. T shares screen and shows Ss the table (slide 9). T sends screenshot of table in chat for Ss to have access. T: “Let’s take 8 minutes to read the profiles again and work on filling out the table with your partner.” T assigns Ss new partners. ICQ: How many minutes do you have? [8] ICQ: Are we doing this individually or in groups? [with a partner] T sends Ss to channels to work together. T monitors channels and takes notes for feedback & DEC. T calls Ss back to the main session to fill out the table in OCF.

Post-Reading 1 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets the SS attention T shares screen with Qs T instructs Ss: “Now I would like you to take 5 minutes to work with a partner to discuss the following question: "How many full-time, part-time and freelance staff do you have in your company?" ICQ: How many minutes do you have? [5] ICQ: Are we doing this in pairs? [yes] T sends Ss to channels for discussion. T monitors channels and takes notes for feedback & DEC. T calls students back to main session.

Feedback and DEC (8-10 minutes) • To provide feedback and delayed error correction.

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

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