Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Tuesday 26 January 2021 - 7:30-9:30am - Lesson 3
Upper 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 presenting factual information.

Materials

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 practice listening for gist and detail in the context of workplace presentations.
  • To enable students to extend their lexical range in the context of giving formal 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 Thursday’s class?” - We listened to three people talking about outsourcing and the advantages and disadvantages - We reviewed and expanded our vocabulary related to outsourcing - We talked in pairs about the advantages and disadvantages of outsourcing for “Company X” T nominates S: “did we have any work suggested for self-study?” - yes, Practice File - Business Communication ex. 1 & 2 (p. 118) 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/presenting factual information] 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 gets Ss attention. T asks Ss to read ‘Context,' nominating Ss to read aloud. T asks: Why is Sanjit visiting GSV Chemicals? What reasons do you think he might give to convince them?

Exposure 1 (5-7 minutes) • To provide a model of production expected in coming tasks through listening

T gets Ss attention. T shows slide with questions (p. 48 #2) T instructs Ss to listen to the audio and answer the questions individually. T plays audio 7.2 twice. T nominates Ss to share their answers in OCF.

Exposure 2 (8-10 minutes) • To provide a model of production expected in coming tasks through listening

T gets Ss attention. T shares slide with questions (p. 48 #3) T instructs Ss that we will listen to the audio again and this time we will answer the following questions: 1. What two phrases does Sanjit use to prove his information comes from factual data? 2. What phrases does Sanjit use to explain the cause of…? a. Bangalore’s educational institutes having international recognition b. Bangalore becoming the fastest growing city in Asia T plays audio 1-2 times. T asks Ss to chat with a partner in the channels for 5 minutes to compare answers. 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 3 (8-10 minutes) • To provide a model of production expected in coming tasks through listening

T gets Ss attention. T shares slide with questions (p. 48 #4) T instructs Ss that we will listen to the second part of the presentation and this time we will answer the following questions: 1. Is Bangalore’s ability to attract industry a recent development? 2. What do these figures relate to? a. 25-28% b. 512 c. 64 d. 1,000 3. What is Sanjit’s final argument for investing in Bangalore? T plays audio 1-2 times. T asks Ss to chat with a partner in the channels for 5 minutes to compare answers. 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.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide with gap-fill exercise (slide 9 adapted from p.48 #5) T instructs Ss to work with a partner to fill in the gaps. ICQ: Are we working together to fill in the gaps? [yes] 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. T plays audio 7.3 once or twice. T nominates Ss to share their answers in OCF.

Productive Task 1 (16-18 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 10 and instructs Ss: "Work with a partner. Work with a partner. Use these slides to prepare a short presentation about the benefits of outsourcing to Bangalore. T assigns new partners and asks Ss to spend 8 minutes working on their short presentations. T informs them that they will then present to the whole class. ICQ: will you be working on a short presentation with your partner? [yes] ICQ: How many minutes will you have to practice your presentations? [8 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 (14-16 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 11 and instructs Ss: "Work with a partner. Prepare a short presentation about ONE of the topics." T assigns new partners and asks Ss to spend 8 minutes working on their short presentations. T informs them that they will then present to the whole class. ICQ: will you be working on a short presentation about each of these with your partner? [no, just ONE of the topics] ICQ: How many minutes will you have to practice your presentations? [8 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.

Feedback and Delayed 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 (5-7 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 thanks Ss again for their time, and wishes them a good day.

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