Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Wednesday 27 January 2021 - 7:30-9:30am - Lesson 4
Pre-Intermediate level

Description

In this lesson, students learn about the concept of 'nudging' at work through reading for gist and detail, and discussion, activities. Students practice writing emails.

Materials

Main Aims

  • To enable students to practice writing in the context of short workplace emails.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of 'nudging' at work.
  • To enable students to practice speaking for fluency in the context of 'nudging' at work.
  • To enable students to practice reading for gist and detail in the context of 'nudging' at work.

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 (15-20 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 Monday’s class?” - We worked with vocabulary related to giving presentations - We practiced presenting information about the idea of a company switching to 100% e-billing T nominates S: “did we have any work suggested for self-study?” - yes, 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 T: “Did anyone have a chance to complete it?” T: “Great, then you’ll be especially ready for today’s class!” T: Let's go over the answers to Business communication Unit 10 ex 1 and 2 T elicits answers and nominates Ss to go through the answers in OCF. T: Okay! Let;s work on some pronunciation. T leads drill of words from last class [certificate; present (i.e. give a presentation; versus present = gift); customer; e-billing] T: did you have a chance to watch the video? (if no, watch with the class)

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

T gets Ss attention. T shows 00:00 - 01:25 of “Design to nudge and change behaviour: Sille Krukow at TEDxCopenhagen” https://www.youtube.com/watch?v=EsUzI9lZMak T asks "Why do you think the guests left such a mess after the lunch? What could we do to try to make sure that doesn’t happen?"

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 3, "The Golden Rules of Nudging." T nominates Ss to read the rules aloud. T asks Ss: what do you think of these rules? Can you think of campaigns or initiatives that have used them? Work with a partner for 5 minutes to discuss. 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.

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T gets Ss attention. T asks Ss to work with a partner to read the short article "Nudging" and discuss questions 1-4 (slide 4) 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.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T instructs Ss that they will be working with a new partner for 5 minutes on Tasks 1 & 2 (slide 5) T nminates Ss to read instructions aloud. 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 1 (5-7 minutes) • To provide a model of production expected in coming tasks through listening

T gets Ss attention. T instructs Ss to work together as a class on Unit 10 Email 1 on the Oxford platform. https://lms.oxfordlearn.com/d2l/le/content/362201/viewContent/77496054/View T leads Ss through the exercise, nominating Ss to answer each Q.

Exposure 2 (5-7 minutes) • To provide a model of production expected in coming tasks through listening

T gets Ss attention. T instructs Ss to work together as a class on Unit 10 Email 2 on the Oxford platform https://lms.oxfordlearn.com/d2l/le/content/362201/viewContent/77496055/View T leads Ss through the exercise, nominating Ss to answer each Q.

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

T gets Ss attention. T asks Ss to work with a partner to complete tasks 1-4 on the British Council's Business English > Unit 2: Sending and receiving emails" https://learnenglish.britishcouncil.org/business-english/english-for-emails/unit-2-sending-and-receiving-emails 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.

Productive Task (10-15 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T tells them that we are now going to practice writing emails. T shares slide 7 and nominates Ss to read instructions aloud. T shares Macmillan Business English handout with further instructions: http://www.businessenglishonline.net/wp-content/uploads/2010/10/Informal-or-Formal.pdf T asks Ss to work in partners for 7 minutes to write the two emails, and then come back to share with the group. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to write the emails [7 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.

Feedback and DEC (10-12 minutes) • To provide feedback and delayed error correction.

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 (3-5 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 try Online Unit 10 Test on their Oxford platforms for self-study. T thanks Ss again for their time, and wishes them a good day.

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