Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Suite 1 - Saturday 6 February 2021 - 9:45-11:30am - Lesson 3b
Intermediate level

Description

In this lesson, students work on the to + infinitive and -ing form. Students are enabled to practice speaking for fluency as they work with partners and groups to complete speaking exercises, and they extend their lexical range in the context of work-life balance.

Materials

Main Aims

  • To enable students to practice the to + infinitive and -ing forms in the context of work-life balance.
  • To enable students to practice speaking for fluency in the context of work-life balance.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of work-life balance.

Procedure

Welcome (3-5 minutes) • To welcome students to class and to troubleshoot any problems.

T welcomes Ss as they come back after the break. T asks Ss if they have any questions or concerns at this point. T and Ss chat informally until everyone is back.

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

T gets Ss attention. T asks Ss to watch video from BBC Worklife: “Burnout is rising in the land of work-life balance” https://fb.watch/3tcGwUg-OB/ T leads Ss in a short discussion about burnout, self-care, and mental health.

Warmer (10-12 minutes) • To provide students with an opportunity to discuss and continue to set the context for the second half of the lesson.

T gets Ss attention. T asks Ss to work with a partner to discuss these questions: What is good about the work-life balance at your company? What don’t you like about the system? What would you change about it? 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 context for the target language through a text or situation

T gets Ss attention. T shows Ss slide 3 (p. 14 #1) T asks Ss to work independently to complete the quiz for 2 minutes. T then asks: Do you agree with your quiz results? Do you think you have a good work-life balance? T nominates Ss to share their answers in OCF.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T gets Ss attention. T nominates S to highlight the to + infinitive and -ing forms in the quiz.

Clarification/Guided Discovery (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T gets Ss attention. T shows slide 4 and nominates S to read the Qs. T asks Ss to work in partners/small groups to discuss for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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.

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

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 exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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.

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

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 work on the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T gets Ss attention. T shows slide 7 and nominates S to read the instructions. T asks Ss to work in partners/small groups to work on the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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.

Feedback and Delayed Error Correction (10-15 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 (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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