Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 9 February 2021 - 6-8pm - Lesson 7
Advanced level

Description

In this lesson student will look at dealing with conflict in the workplace. They will undertake several listening and discussion exercises, and work with vocabulary related to conflict and its management.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of discussing conflict in the workplace.

Subsidiary Aims

  • To enable students to practice listening for gist and detail in the context of discussing conflict in the workplace.
  • To enable students to expand their lexical range in the context of discussing conflict in the workplace.

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 Tuesday’s class?” - We talked about what problems can occur when working with other people, and the different types of personalities needed for a successful team - We read a short text that outlined the nine personality types of ‘team payers’ according to Dr. Meredith Belbin - We did various speaking and listening tasks related to teamwork and these types T nominates S: “did we have any work suggested for self-study?” [no] T leads Ss in pronunciation drill of words from last class: marketability, theorist, skilled

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

T gets Ss attention. T asks Ss to watch "Stapler in Jello - The Office US" https://www.youtube.com/watch?v=glFrp-CmNVA T nominates S: what was happening in the clip we just saw? [conflict in the workplace due to prank] leads Ss in brief discussion of conflict in the workplace to set context.

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

T gets Ss attention. T shows slide 2 (p. 40 #1) and nominates S to read instructions: "Read the Context. What can go wrong when brochures are printed? Why do these things happen?" T asks Ss to work in partners for 5 minutes to discuss. 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.

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 3 (p.40 #2) and nominates S to read instructions. T plays audio file 5.2 twice while Ss take notes. T asks Ss to work in partners for 5 minutes to discuss. 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 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gets Ss attention. T shows slide 3 (p.40 #3) and nominates S to read instructions. T plays audio file 5.2 twice while Ss take notes. T nominates Ss to share their ideas in OCF.

Post-Listening 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 shares links to Jamboards in cat: Group 1: https://jamboard.google.com/d/1SXnxoIFdYK9ZyuZbNFXM293RMDYwtxem25TGF8eMeBc/edit?usp=sharing Group 2: https://jamboard.google.com/d/1J8ucJoN8Bcdt9whOewH3nAQoEZFAW4dQj8-EId6Apis/edit?usp=sharing Group 3: https://jamboard.google.com/d/1gGyMnx773cevBaY1-unM9XzaJh6cXG7Bw88PKkaTtN8/edit?usp=sharing T nominates S to read instructions and asks Ss to work together for 5 minutes to match vocabulary. T assigns groups. ICQ: Are we working in groups? [yes] 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.

Post-Listening 2 (14-16 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 (p.40 #5) and nominates S to read instructions. T asks Ss to work in partners for 8 minutes to complete the role play exercise. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to work together? [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 role plays in OCF.

While-Listening 3 (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

T gets Ss attention. T shows slide 6 (p. 41 #6 & 7) and nominates S to read instructions. T plays audio file 5.3 while Ss take notes. T nominates Ss to share their answers in OCF.

Post-Listening 3 (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 7 (p. 41 'Culture Question') and nominates S to read instructions. T asks Ss to work in partners for 5 minutes to discuss. 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.

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 asks Ss to look at --- for next class. T thanks Ss again for their time, and wishes them a good day.

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