English Lesson Planner | The Anglo - Business Vantage 3 - Tuesday 9 February 2021 - 7:30-9:30am

Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Tuesday 9 February 2021 - 7:30-9:30am - Lesson 7 - Upper Intermediate level

The Anglo - Business Vantage 3 - Tuesday 9 February 2021 - 7:30-9:30am - Lesson 7
Upper Intermediate level

Description

In this lesson students will discuss negotiating with colleagues. They will do several listening and speaking tasks in this context, and work with key expressions/vocabulary.

Materials

The Anglo - BV3 Lesson 7 - Tuesday 9 February 2021

Main Aims

To enable students to practice speaking for fluency in the context of negotiating with colleagues.

Subsidiary Aims

To enable students to extend their lexical range in the context of negotiating with colleagues.
To enable students to practice listening for gist and detail in the context of negotiating with colleagues.

Procedure (90-120 minutes)

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 our last class? - we talked about employees and employers - what makes an employee leave a company, and what employers can to do make them stay - We read a short article about a classic car company that was given to its employees when the owners retired, become and employee-trust - We looked at the many variations of the word ‘employ’ T nominates S: “did we have any work suggested for self-study?” [no] T asks Ss if they want to go over the test together... T leads Ss in pronunciation drill with words from last class: public generate

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

T gets Ss attention. T asks Ss to watch https://youtu.be/bZ_o6Y7S4Oc T asks "How can Iceland’s equal pay program impact negotiation in the workplace?"

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

T gets Ss attention. T shows slide 2 and nominates S to read the Qs: When we talk about negotiating, we often think of negotiating with clients and customers. However, we also negotiate with colleagues at work. Which of these things do you discuss and negotiate at work? Who do you negotiate them with? - when you can take your holiday -a pay raise - your department’s annual budget - flexible working hours - which staff you want on your team - something else? 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] 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 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slide Slide 3 (p. 54 #2) and asks Ss to listen to audio file 8.2 and take notes. T plays audio file 8.2 once or twice. T assigns partners. ICQ: Are we working individually? [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 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 4 (p. 54 #3) and asks Ss to listen to audio file 8.2 and take notes. T plays audio file 8.2. T assigns partners. ICQ: Are we working individually? [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 3 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 4 (p. 54 #3) and asks Ss to listen to audio file 8.3 and take notes. T plays audio file 8.3. T assigns partners. ICQ: Are we working individually? [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 4 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 6 (p. 55 #5) and asks Ss to listen to audio file 8.3 and take notes. T plays audio file 8.3. T assigns partners. ICQ: Are we working individually? [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 (14-18 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 2 and nominates S to read the instructions. T asks Ss to work in partners/small groups to role for 8 minutes. T assigns partners/groups. ICQ: Are we working individually? [no, in pairs/group] ICQ: how many minutes do we have to role play? [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.

Feedback and Delayed Error Correction (10-12 minutes) • To provide feedback and delayed error correction.

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits from 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.