Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Monday 8 February 2021 - 7:30-9:30am - Lesson 7
Pre-Intermediate level

Description

In this lesson, students will continue to work on their short presentations on green initiatives at their companies. We will then work on several reading and listening tasks related to crisis and future trends (Unit 11).

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of corporate hospitality.

Subsidiary Aims

  • To enable students to practice reading for gist and detail in the context of corporate hospitality.
  • To enable students to practice listening for gist and detail in the context of corporate hospitality.
  • To enable students to extend their lexical range in the context of corporate hospitality.

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 (5-10 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 Wednesday’s class?” What did we work on in our last class? - We worked with partners to give feedback on emails (formal and informal) - We worked on the ‘Viewpoint’ unit (Oxform platform videos) about green initiatives - Eg. we heard the CEO of Edible Oil Fuels discussing his company’s sustainable biofuel business - We took notes to begin thinking about making a short presentation T nominates S: “did we have any work suggested for self-study?” - yes! I asked you to 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 short presentations! T: “Did anyone have a chance to complete it?” T: Let's spend some time working on them together.

Productive Task - Presentation Preparation (10-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T checks in the Ss re: their preparation and readiness for their presentations. T shares Unit 10 Progress Test info with Ss re: speaking test: presentations. T gives Ss time to rework their notes with this rubric in mind, and asks them to take some more time at home to prepare. T asks Ss to be ready to give their presentations at the beginning of Wednesday's class.

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

T gets Ss attention. T shows slide 3 with Qs: "What forms of entertainment do you enjoy in your free time? How do companies often entertain their clients or employees?" T leads Ss in discussion.

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

T gets Ss attention. T sends like to Google Form in chat: https://forms.gle/6pi7o6J83sg68nE47 T asks Ss to read the article individually for 3 minutes for gist and choose the best alternative title. ICQ: Are we working in groups? [no, individually] ICQ: how many minutes do we have to read and choose the best alternative title? [3 minutes] Ss read. T calls Ss back to main session and the class shares their ideas in OCF.

While-Reading 2: Detail (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T gets Ss attention. T sends like to Google Form in chat: https://forms.gle/eadALE1EGoXnhF2z6 T asks Ss to read the article again individually, in more detail, for 4 minutes and answer the Qs. The they will work with a partner to check their answers for 4 minutes ICQ: Are we working in groups? [no, individually, then in pairs] ICQ: how many minutes do we have to read? [4 minutes] ICQ: how many minutes do we have to compare answers? [4 minutes] Ss read article again. 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 (8-10 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 with Qs: "Work with a partner. What are the advantages or disadvantages of corporate hospitality for…? - event organizers - ordinary people going to the same events" T asks Ss to work with a partner to discuss for 5 minutes. 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.

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

T gets Ss attention. T shows slide 5 (p.73 #4) T asks Ss to work with a partner/small group for 5 minutes to match the words with their examples. T assigns partners/groups. ICQ: Are we working individually? [no, in pairs/small groups] ICQ: how many minutes do we have to complete the exercise? [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 listening tasks

T gets Ss attention. T shows slide 6 (p.73 #5) T asks Ss to listen to audio file 11.1 and take notes, before comparing with a partner. T plays audio file once or twice 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 less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 7 (p.73 #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 (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

[OPTIONAL, IF TIME PERMITS] T gets Ss attention. T shares slide 8 and nominates Ss to read instructions aloud. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to discuss? [5 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 (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 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 reminds Ss to prepare for their presentations: "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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