English Lesson Planner | The Anglo - Business Vantage 3 - Tuesday 2 February 2021 - 7:30-9:30am

Zoë Heyn-Jones

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

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

The Anglo - BV3 Lesson 5 - Tuesday 2 February 2021

Main Aims

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

Subsidiary Aims

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

Procedure (87-120 minutes)

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.