Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 26 January 2021 - 6-8pm - Lesson 3
Advanced level

Description

In this lesson, students will practice preparing for and taking part in teleconferences. They will be enabled to do so with a review of vocabulary and pronunciation from our previous class, and listening exercises regarding participating in teleconferences.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of preparing for and taking part in teleconferences.

Subsidiary Aims

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

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 (5-10 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 risk - We talked about giving advice related to corporate crisis/risk - We worked with vocabulary related to risk T nominates S: “did we have any work suggested for self-study?” - yes, looking at “Guidelines for participating in a teleconference” p.138 T: “Did anyone have a chance to have a look it?” T: “Great, then you’ll be especially ready for today’s class!”

Lead-in (6-8 minutes) • To set lesson context and engage students

T gets Ss attention. T asks Ss to work with a partner for 3 minutes to discuss: "What advice would you give to someone participating in a teleconference in English for the first time?" T assigns partners ICQ: are we working in groups? [no, pairs] ICQ: how much time do we have to chat? [3 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, looking at the “Guidelines for participating in a teleconference” to compare.

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

T gets Ss attention. T shows slide with questions context and agenda (slide 4, p. 32) T instructs Ss to read the context and agenda individually for 3 minutes. T instructs Ss that we will then listen to the four extracts from the teleconference and they are to note which guideline are (or aren’t) being followed by the participants. ICQ: are we reading the context and agenda individually? [yes] ICQ: are we then listening to an audio to see if the recommendations are being followed? [yes] T asks Ss to read individually. T gets Ss attention. T plays audio 4.2 T nominates Ss to share their answers in OCF.

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

T gets Ss attention. T instructs Ss to work with a partner/small group for 7 minutes to match expressions into categories in Jamboards. ICQ: Are we working in pairs/groups to match expressions into categories? [yes] ICQ: how many minutes do we have? [7 minutes] T assigns pairs/groups. T sends links to Jamboards in chat: Group 1: https://jamboard.google.com/d/12cOWvJQeMiJRw5nECL7JsQS3JTvck_GqQeD2PiYIKig/edit?usp=sharing Group 2: https://jamboard.google.com/d/1sjW8OX-m_U79U_xBrCBFQACnEvCCnazi3SI_vs-pI9M/edit?usp=sharing Group 3: https://jamboard.google.com/d/1rnFMsM8rcNaYvUrOjqcL86c4C7EPScgGTcOhqqW6los/edit?usp=sharing T sends pairs/groups to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and nominates Ss to go over their answers in OCF.

Useful Language 2 (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide statements and alternatives (slide 5 adapted from p.33 #4) T instructs Ss to work with a partner for 5 minutes to discuss the differences between the two statements. 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. T nominates Ss to share their answers in OCF.

Useful Language 3 (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide extracts from the teleconference (slide 6 adapted from p.33 #5) T instructs Ss to listen to the audio again and decide what the speaker really means (an alternative way to say each statement). Ss will then work with a partner for 5 minutes to discuss their answers. ICQ: Are we listening to the audio again to decide on an alternative way to say each statement? [yes] ICQ: Are we then working in groups to compare answers? [no, in pairs] ICQ: how many minutes do we have? [5 minutes] T plays audio. T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

Productive Task 1 (20-25 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 7 and instructs Ss to work in groups to practice planning for and participating in a teleconference, based on exercise 7 p.33 T assigns groups and asks Ss to spend 12 minutes working on their short presentations. T informs them that they will then present to the whole class. ICQ: will you be working on planning and practicing a teleconference with your partner? [no, with a small group] ICQ: How many minutes will you have plan and practice you teleconference? [12 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 teleconferences with the class.

Feedback and Delayed Error Correction (10-12 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 asks Ss review the use of pronouns for self-study. https://www.grammar-quizzes.com/pronounsum.html T thanks Ss again for their time, and wishes them a good day.

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