Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 2 February 2021 - 6-8pm - Lesson 5
Advanced level

Description

In this lesson students will discuss establishing rapport, and will be enabled to practice speaking for fluency in the context of some task-based exercises on risk.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the contexts of establishing rapport and task-based exercises about risk in international events.

Subsidiary Aims

  • To enable students to practice listening for ist and detail in the context of audio files about establishing rapport in the workplace.

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 (4-6 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?” - We had a grammar lesson on referring with pronouns - We worked with the script from an audio file of a teleconference and worked on replacing nouns with pronouns - Referring backwards, adding emphasis, reference, personal pronouns (including gender-neutral ’they’) and new information/referring forwards T nominates S: “did we have any work suggested for self-study?” - no

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

T gets Ss attention. T shows slide 2 with the question: "What do we mean when we say ‘establishing rapport’?" T leads Ss in a discussion about rapport.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T asks Ss to work in pairs for 5 minutes to match methods for establishing rapport with situations in their Jamboards. T sends Jamboard links in chat: Group 1: https://jamboard.google.com/d/1EShi5wqE_MzRA0D1TWdDvzsTBvT0NyKvaKOfcxaLwHg/edit?usp=sharing Group 2: https://jamboard.google.com/d/1ScPyI-lHyCvADYOx_EvyKVxxM_ynpgCyEpND6ir_hko/edit?usp=sharing Group 3: https://jamboard.google.com/d/1we9eoi9eDQRh76KygoE-0dAU9hDsPBXNHrluH-NyhwI/edit?usp=sharing T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to work on the jamboard? [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.

While-Listening (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 3 (p. 35 #2) and nominates S to read instructions. T plays audio file 4.4 twice while Ss take notes. T asks Ss to work in partners for 5 minutes to compare their answers. 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.

Post-Listening (12-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 4 (p. 35 #3) and nominates S to read instructions. T asks Ss to take 2 minutes to write notes. T then asks Ss to work in partners for 5 minutes to role play. 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 the task and highlight useful words and phrases

T gets Ss attention. T shows slides 5 & 6: "Talking Point" and nominates Ss to read the short articles. T leads Ss through a discussion of the Qs: "What went wrong in the two examples of planning the Tokyo 2020 Olympic Games? What could have been done better?"

Task 1 (12-15 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 7 (p.37 #2) and nominates S to read instructions. T then asks Ss to work in partners for 8 minutes to fill out the chart. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to fill out the chart? [8 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.

Task 2 (15-20 minutes) • To provide an opportunity to practice target productive skills

[OPTIONAL, IF TIME PERMITS] T gets Ss attention. T shows slide 8 (p.37 Task 1 & 2) and nominates S to read the instructions T asks Ss to work in group(s) for 10 minutes to complete the task before coming back together to present their ideas. T assigns partners. ICQ: Are we working in groups? [yes] ICQ: how many minutes do we have to work? [10 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 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 Oxford Platform Unit 4 Test for next class. T thanks Ss again for their time, and wishes them a good day.

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