Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Wednesday 10 February 2021 - 7:30-9:30am - Lesson 8
Pre-Intermediate level

Description

In this lesson, students will give their presentations on green initiatives at their workplaces. They will then continue with our unit on corporate hospitality.

Materials

Main Aims

  • To enable students to be assessed on their speaking in the context of giving a short presentation about green initiatives at their workplaces.
  • To enable students to practice speaking for fluency in the context of corporate hospitality.

Subsidiary Aims

  • To enable students to review countable versus uncountable nouns in the context of corporate hospitality.
  • To enable students to extend their lexical range in the context of corporate hospitality.
  • To enable students to practice listening for gist and detail 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 Monday’s class?” - We started discussing corporate hospitality - We read a short article about corporate hospitality - We listened to a couple speakers discussing corporate hospitality events - We took the first few minutes to work on our presentation and to discuss the criteria T: did we have anything assigned for homework? [yes, working on presentations] T transitions to presentation stage.

Productive Task - Presentations (25-32 minutes) • To provide an opportunity to practice target productive skills and be assessed

T gets Ss attention. T asks Ss to give their short presentations, assess them with the rubric, and gives feedback.

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

T gets Ss attention. T shows slide 3 (p. 72 #8) and nominates S to read instructions: "Work with a partner. Have you ever been to a corporate event? Tell your partner about it. If not, what would be your dream corporate event?" T asks Ss to work with a partner for 3 minutes to discuss. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to discuss? [3 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 (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 4 (p. 73 #9) and nominates S to read instructions. T asks Ss to work in (a) small group(s) for 6 minutes to complete the task. ICQ: Are we working in groups? [yes] ICQ: how many minutes do we have to complete the task? [6 minutes] T assigns groups. T sends groups 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 reading/listening tasks

T gets Ss attention. T shows slide 5 (p.74 #2) and nominates S to read instructions. T plays audio file 11.2 once or twice while Ss take notes. T nominates Ss to share their answers in OCF.

While-Listening 2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 6 (p.74 #3) and nominates S to read instructions. T plays audio file 11.2 once or twice while Ss take notes. T nominates Ss to share their answers in OCF.

Post-Listening (12-14 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.74 #4) and nominates S to read instructions. T asks Ss to work with a partner to complete the exercise for 5 minutes. 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 complete -Online Practice: Working with words Unit 11 ex 1 and 2 & Online Practice: Language at work Unit 11 ex 1 and 2 for homework. T thanks Ss again for their time, and wishes them a good day.

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