Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Wednesday 3 February 2021 - 7:30-9:30am - Lesson 6
Pre-Intermediate level

Description

In this lesson, students continue to practice writing emails. Students then work through the Viewpoint: Green Business module.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of giving a short presentation about a green initiative in their company.
  • To enable students to practice process writing of a email in the context of formal and informal registers.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of green business.
  • To enable students to practice listening for gist and detail in the context of videos about green business.

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 (35-45 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 Monday’s class?” What did we work on in our last class? - We talked about writing emails - We did exercises on sending & receiving emails, beginnings and endings, organizing your writing, and email etiquette T nominates S: “did we have any work suggested for self-study?” - yes! British Council Unit 9 Tasks 1 & 2 and writing one formal and one informal email T: “Did anyone have a chance to complete it?” T: Let's go over it together. T elicits answers and nominates Ss to go through the answers to the British Council Unit 9 Tasks 1 & 2 in OCF. T then asks Ss to work with a partner to read and give feedback on their first email for 5 minutes. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to read the email and give feedback? [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 asks Ss to work with a second partner for 5 minutes to read and give feedback on their second email. T sends pairs 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 their emails.

Lead-in (5-8 minutes) • To set lesson context and engage students

T gets Ss attention. T asks Ss to work with a partner for 3 minutes to ask each other the questions from the quiz “How Environmentally-Friendly Is Your Workplace?” T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to chat? [3 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. Class then watches the video of interviews talking about green initiatives in their companies.

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 6 (p. 84 #4) T asks Ss to work with a partner 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 ideas in OCF.

While-Listening 1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slide 7 (p. 85 #5) T asks Ss to work with a partner 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 ideas in OCF.

While-Listening 2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gets Ss attention. T shows slide 8 (p. 85 #6) T asks Ss to work with a partner 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 ideas in OCF.

Post-Listening (15-17 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shares slide 9 and nominates Ss to read instructions aloud. T asks Ss to work with a partner to make notes about, and practice, the conversation. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to make notes and practice the conversation? [10 minutes] T assigns partners. 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 (6-8 minutes) • To provide feedback and delayed error correction.

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 (1-2 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 prepare for homework: "Make notes to prepare a short presentation about a green initiative in your company (or one you would like to implement. Think about: how it works, why it is good for the environment and what benefits it provides. In our next class, I will ask you to give your presentations!" T thanks Ss again for their time, and wishes them a good day.

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