Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Suite 1 - Saturday 6 February 2021 - 7:30-9:30am - Lesson 3a
Intermediate level

Description

In this lesson, students practice speaking, and learn vocabulary related to work-life balance through reading, working with a short text about terms and conditions of employment. 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 work-life balance.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of work-life balance.

Subsidiary Aims

  • To enable students to practice reading for gist and detail in the context of work-life balance.
  • To enable students to extend their lexical range in the context of work-life balance.

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 (10-20 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 last Saturday’s class?” - We worked with vocabulary related to business communication > showing interest - We looked at networking - what it is, why it’s important and how it’s done - We looked specifically at the idea of ‘speed networking’ (lie speed dating) and tried it out T nominates S: “did we have any work suggested for self-study?” - yes, having a look at your Oxford platform Unit 1, and watch the following video and write down the expressions they find useful at work: https://www.youtube.com/watch?v=PAUmGYm7IG0 T: “Did anyone have a chance to have a look it?” [If no, T: “Okay, let's look at it together!']

Lead-in (5-7 minutes) • To set lesson context and engage students

T gets Ss attention. T shows slide 2: "What is ‘work-life’ balance? Is there a ‘long-hours’ working culture in your country? Why should employers care about their employees’ work-life balance?" T leads Ss in short discussion to set context.

While-Reading 1: Gist (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T gets Ss attention. T shows Ss slide 3 (p.12 #2) T asks Ss to work independently to read the article quickly for gist, and select the correct heading for each section: Family and health; Working hours; Holiday Ss read independently (4 minutes) T nominates Ss to share their answers in OCF.

While-Reading 2: Detail (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T gets Ss attention. T sends link to Google Form in the chat: https://forms.gle/vFPjUsK9Dfv2yPfr8 T asks Ss to work independently for 4 minutes to read the article again. Then they will work in pairs to answer the questions. ICQ: Are we working in groups? [individually to read, then in pairs/groups to answer Qs] ICQ: how many minutes do we have to read the article again? [4 minutes] T sends Ss off to read individually. T calls Ss back to main session and assigns partners/groups. T sends Ss 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-Reading 1 (10-12 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 and nominates S to read the instructions. T asks Ss to work in partners/small groups to discuss the Qs "Do you think these terms and conditions provide a good work-life balance for employees? Why or why not?" for 5 minutes. 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-Reading 2 (10-12 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 5 and nominates S to read the instructions. T asks Ss to work in partners/small groups to work on the compound word exercise for 5 minutes. 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-Reading 3 (18-20 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 6 and nominates S to read the instructions. T asks Ss to work in partners/small groups to complete the exercise for 10 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to role play? [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.

While-Listening (12-15 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 7 and nominates S to read the instructions. T asks Ss to listen to audio file 2.1 twice and take notes, then work in partners/small groups to complete the exercise for 5 minutes. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to work together? [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.

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