Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Suite 1 - Saturday 30 January 2021 - 9:45-11:30am - Lesson 2b
Intermediate level

Description

In this lesson, students practice speaking and learn vocabulary related to networking. Students are enabled to practice speaking for fluency as they work with partners and groups to complete listening exercises, and they extend their lexical range in the context of networking.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of networking.

Subsidiary Aims

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

Procedure

Welcome (3-5 minutes) • To welcome students back to class after the break

T welcomes Ss as they come back after the break. T asks Ss if they have any questions or concerns at this point. T and Ss chat informally until everyone is back.

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

T gets Ss attention. T shows video: “Networking Moment - Ugly Betty” https://www.youtube.com/watch?v=Euc23XGqnWA T asks Ss if that seems like good advice regarding networking?

Exposure (12-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

T gets Ss attention. T shows slide 2 and nominates S to read instructions. T plays audio 1.4 twice while Ss make notes. T asks Ss to work with a partner in the channels for 5 minutes to pair check their answers. T assigns partners. ICQ: Are we working in pairs? [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. T nominates Ss to share their answers in OCF.

Exposure 2 (3-5 minutes) • To provide a model of production expected in coming tasks through listening

T gets Ss attention. T shows slide 3: "Which conversation is more formal? Give reasons for your answer." T nominates Ss in discussion.

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T asks Ss to work in pairs in the jamboard for 5 minutes to match match sentences with their types. T sends links to Jamboards in chat: Group 1: https://jamboard.google.com/d/1dGr-DimdMl4zL3QBj1nwEGmY_lt4--S8evepK-wrHzU/edit?usp=sharing Group 2: https://jamboard.google.com/d/1ACn9O77KxIXUs1xO5KHPAkEBCHp-Jspd5paZWIpWR7s/edit?usp=sharing Group 3: https://jamboard.google.com/d/1rjiX3S8BhLdX9FCNSxOjlWpPsdadc5t6UGKswGPm0uY/edit?usp=sharing Group 4: https://jamboard.google.com/d/1FPfMXpI_Hm4gb4egDS-hyjQ7Pvis18hHsTI-_XBeRa0/edit?usp=sharing ICQ: Are we working individually? [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 to check answers in OCF.

Productive Task(s) (30-40 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 4 "Talking Point: Speed Networking" and nominates Ss to read the text. T an Ss discuss the Qs in OCF. T shows next slide with speed networking task. T nominates Ss to read instructions aloud. T assigns pairs. ICQ: are we going to be talking with one classmate for two minutes each and then switching partners? [yes] ICQ: are we going to be taking any notes? [yes, we're going to be scoring them] T sends Ss to channels to network. T call them back after 4 minutes to switch, and repeats. T calls Ss back to main session to debrief in OCF.

Feedback and Delayed Error Correction (10-15 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 (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 look at - Encourage learners to access and start using the platform Unit 1 - Ask ls to watch the following video and write down the expressions they find useful at work: https://www.youtube.com/watch?v=PAUmGYm7IG0 T thanks Ss again for their time, and wishes them a good day.

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