Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Monday 25 January 2021 - 7:30-9:30am - Lesson 3
Pre-Intermediate level

Description

In this lesson, students will practice preparing and giving a short presentation. They will be enabled to do so with a review of vocabulary and pronunciation from our previous class, and listening exercises regarding business presentations.

Materials

Abc The Anglo - BP4 Lesson 3 - Monday 25 January 2021

Main Aims

  • To enable students to practice speaking for fluency in the context of preparing and giving formal presentations in the workplace.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of giving formal workplace presentations.
  • To enable students to practice listening for gist and detail in the context of workplace presentations.

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 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 Wednesday’s class?” - we worked with the first conditional talking about the future results of environmental initiatives - we listened to audio of city planners talking about the electric bus versus tram systems - We talked in pairs to practice speaking for fluency T nominates S: “did we have any work suggested for self-study?” - yes, Practice file 10: Business communication. Course book p. 124 T: “Did anyone have a chance to complete it?” T: “Great, then you’ll be especially ready for today’s class!” T: “Based on Practice file 10: Business communication what do you think we might be working on today?” [Giving formal presentations] T: yes! Let's go over the answers to Practice file 10: Business communication exercises 1 & 2. T elicits answers and nominates Ss to go through the answers in OCF.

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

T shows image of a woman giving a presentation. T: “Does anyone know what is going on here?” [giving a formal presentation at work] T asks: What types of presentations do we give at work? [Talk about academic conferences and artist talks]

Warmer (8-10 minutes) • To get Ss talking and to further set the context of the lesson

T gets Ss attention. T asks Ss to chat with a partner in the channels for 5 minutes to discuss the advantages for a company of having green policies. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to chat? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and the class shares their ideas in OCF.

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

T gets Ss attention. T shows slide with gap-fill exercise (slide 6, adapted from p.70 #2) T instructs Ss to listen to the audio and fill in the gaps individually. T plays audio 10.4 twice. T nominates Ss to share their answers in OCF.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T instructs Ss that they will be working in pairs to match 1-8 with a-h to make complete sentences from the presentation in their Jamboards. T sends links in chat: Group 1: https://jamboard.google.com/d/1KNJJa7udeeQGI17VaZ5Q1Ih_PYFdOcpJU2zZ0trkEnE/edit?usp=sharing Group 2: https://jamboard.google.com/d/1uMxfH5hivf1lymkbm0Jw3Q7_6hXRyjyyOw86S1Ht0f8/edit?usp=sharing Group 3: https://jamboard.google.com/d/1D6Mu12oye4LWHNS5W5Ij58nXJ22amfdi25HNY3EC6LM/edit?usp=sharing T assigns partners and asks Ss to head to the channels for 5 minutes to match stickies/form sentences. ICQ: Are we matching the stickies to make sentences from the presentation? [yes] ICQ: are we working in groups? [no, in pairs] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and plays the audio once again for Ss to check their answers.

Productive Task 1 (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 7 and instructs Ss: "Work with a partner. Your company has decided to switch to 100% e-billing. Take turns to present the idea, using the notes below and the expressions from the previous exercise." T assigns new partners and asks Ss to spend 10 minutes working on their short presentations. T informs them that they will then present to the whole class. ICQ: will you be presenting the information from the notes to your partner? [yes, and then to the class] ICQ: How many minutes will you have to practice your presentations? [10 minutes] T sends Ss to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and nominates Ss to share their presentations with the class.

Productive Task 2 (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T instructs Ss: now you'll be getting into 2 groups, Group A and Group B. Each group will have some notes and will talk amongst each other to come up with an outline for a presentation based on these notes. You will have 5 minutes to chat as a group to work on your presentation outline. T: Then you will come back to the main session. I will then pair up one person from Group A with one person from Group B to practice giving your presentations. ICQ: Will you be creating a presentation outline in a group? [yes] ICQ: Will you be giving your presentation to the whole class? [no, to one person from the opposite group] T sends groups to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session, assigns pairs, and sends them to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session, and if time permits, nominates Ss to share their presentations in OCF.

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

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits form Ss to reformulate errors. If time permits, T leads Ss in pronunciation drills.

Conclusion (5-10 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 Online Practice [on your Oxford platform]: Business communication Unit 10 ex 1 and 2 and watch the following video and take note of the examples of nudging: https://www.youtube.com/watch?v=ncpj6TNHhQU for self-study/further practice. T thanks Ss again for their time, and wishes them a good day.

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