Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Thursday 28 January 2021 - 7:30-9:30am - Lesson 4
Upper Intermediate level

Description

In this lesson, students will practice giving a short presentation and asking questions about their classmates' presentations.. They will be enabled to do so with a review of vocabulary and pronunciation from our previous class, and listening exercises regarding asking questions during and after a presentation.

Materials

Abc Exposure: Asking Questions After a Presentation

Main Aims

  • To enable students to practice speaking for fluency in the context of giving short formal presentations in the workplace and asking questions after their classmates' presentations.

Subsidiary Aims

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

Procedure

Welcome (10-15 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. [If Cristina arrives on time, ask her to introduce herself to the group!]

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?” What did we work on in our last class? - listening to a presentation about the benefits of outsourcing to Bangalore - Listening for specific information/data - Practicing presentations re: outsourcing to Bangalore T nominates S: “did we have any work suggested for self-study?” - no! T leads Ss in pronunciation drill with words from last class: → personnel → knock → singled → redundant

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

T gets Ss attention. T asks Ss to watch video: “Business English lesson. Top 3 phrases to ask for more information in a meeting” https://www.youtube.com/watch?v=KiIi5M09nIQ T asks: do you feel shy or quiet in meetings in English? Have you tried any of these phrases to ask for more information?

Warmer (5-7 minutes) • To further set the context for the lesson and to get Ss talking

T gets Ss attention. T shows slide 2 and asks Ss to work in pairs for 5 minutes and discuss these questions: 1. When you give a presentation, do you prefer your audience to ask questions during the presentation or at the end? Why? 2. People in the audience have different reasons for asking questions or making a comment. What are some of the reasons? T nominates Ss to read Qs aloud. 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 reading/listening

T gets Ss attention. T asks Ss to listen to audio 7.4. T: Now I want you to work with a partner/group in your Jamboards for 3 minutes to match which speaker makes which type of statement. T sends links to Jamboards. Group 1: https://jamboard.google.com/d/1mhIdy6HhgcT2-YQcZ4yHkDRDtA2MYrE824_KBBQZvXE/edit?usp=sharing Group 2: https://jamboard.google.com/d/1x1D4SIQ1qUrhF-GHVlVeOt8bQanKI80sXxOUB6bizN4/edit?usp=sharing T assigns pairs/groups. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to work in our Jamboards? [3 minutes] 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 the class listens to audio 7.4 again to check answers.

Useful Language 1 (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T: Now I would like to ask you to work with a partner/group in your Jamboards for 5 minutes to match which examples belong to which type of statement. T sends links to Jamboards. Group 1: https://jamboard.google.com/d/1eTx-a1mQpt8-ZHO4h4sXriqJTGUOQOh2BezBRE2KwVo/edit?usp=sharing Group 2: https://jamboard.google.com/d/1sCY2hB_vRhEYLpGiibU6S6uID9mssOerJfRttJBlec8/edit?usp=sharing T assigns pairs/groups. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to work in our Jamboards? [5 minutes] 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 the class shares their ideas 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 3 (# 3 p.49) T instructs Ss that we will listen to audio 7.4 and fill in the gaps individually as we listen. Then we will work with pairs/groups for 3 minutes to check our answers. ICQ: Are we working together to fill in the gaps? [no, individually, followed by pair check] ICQ: how many minutes do we have? [3 minutes] T plays audio file 7.4 once or twice. 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 (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 4 and nominates Ss to read the instructions aloud: "Work in small groups. Take turns giving a one-minute presentation to the rest of the group. You can use your ideas from our previous class or part of a presentation from your job, etc. After the one-minute presentation, each person in the group must ask a question or make a comment using some of the phrases we learned in our last exercise. The presenter must answer or comment." T assigns new partners/groups and asks Ss to spend 12 minutes working on their short presentations and responses. T informs them that they will then share with the whole class. ICQ: will you be working on a short presentation? [yes, and Qs/responses to your peers] ICQ: How many minutes will you have to work on your presentations and responses? [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 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 asks Ss to look at the video: “How to use the Passive Voice” https://www.youtube.com/watch?v=nkAyggAM1q4 T thanks Ss again for their time, and wishes them a good day.

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