Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Tuesday 2 February 2021 - 7:30-9:30am - Lesson 5
Upper Intermediate level

Description

In this lesson students will review the passive voice in the context of giving impersonal information. Students will then read a short text about outsourcing to robots and complete some speaking tasks.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of discussing outsourcing to robots.

Subsidiary Aims

  • To enable students to review the passive voice in the context of presenting impersonal information.
  • To enable students to extend their lexical range in the context of outsourcing to robots.

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. [If Cristina arrives on time, ask her to introduce herself to the group!]

Review (8-10 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 our last class? - listened to audio of 4 speakers asking Qs/making comments after a presentation - worked with presentation vocabulary - practiced asking Qs/making comments after a short presentation T nominates S: “did we have any work suggested for self-study?” - no! T leads Ss in pronunciation drill with words from last class: * interrupt * opposite * present(ing) * subsequently * statistics * notice * mentioned * through

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

T gets Ss attention. T shows slide 2 and nominates S to read the instruction and Qs: Read these two sentences. Which is in the active form and which is in the passive form? 1. Thousands of European back-office jobs have been outsourced to India. 2. EU companies have outsourced thousands of back-office jobs to India. T leads Ss in discussion of the pasive voice.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gets Ss attention. T shows slid 3 (p.50 #2) and nominates S to read instructions. T asks Ss to work in partners for 4 minutes to complete the exercise. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to chat? [4 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 answers in OCF.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T gets Ss attention. T shows slide 4 (p.50 #3) and nominates S to read the instructions. T asks Ss to work in partners for 4 minutes to complete the exercise. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to chat? [4 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 answers in OCF.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gets Ss attention. T shows slide 5 (p.50 #5) and nominates S to read the instructions. T asks Ss to work in partners for 5 minutes to complete the exercise. 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 answers in OCF.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gets Ss attention. T shows slide 6 (p.50 #6) and nominates S to read the instructions. T asks Ss to work in partners for 5 minutes to complete the exercise. 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 answers in OCF.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T gets Ss attention. T shows slide 7: "Talking Point: Outsourcing to Robots" and nominates Ss to read the short article. T leads Ss through a discussion of the "How do I know if my job is at risk...?" quiz.

Task 1 (10-15 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 8 (p.51) and nominates S to read the discussion Qs. T asks Ss to work in partners 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 answers in OCF.

Task 2 (10-15 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 9 (p.51) and nominates S to read the instructions T asks Ss to work in partners for 5 minutes to develop their arguments before coming back together to present their arguments. 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.

Feedback and Delayed Error Correction (8-10 minutes) • To provide feedback and delayed error correction.

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits from 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 ___. T thanks Ss again for their time, and wishes them a good day.

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