Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Thursday 11 February 2021 - 7:30-9:30am - Lesson 8
Upper Intermediate level

Description

In this lesson students will discuss making requests at work. They will do several listening and speaking tasks in this context, and work with the "Talking Point" section on 'flow.' They will be introduced to the role play task that they will be assessed on in the next class.

Materials

Main Aims

  • To enable students to practice speaking for fluency and be assessed in the context of a role play exercise on negotiating with colleagues that they will present next week.
  • To enable students to practice speaking for fluency in the context of making requests at work.

Subsidiary Aims

  • To enable students to practice listening for gist and detail in the context of making requests at work.
  • To enable students to extend their lexical range in the context of making requests at work.

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 our last class? - we watched a video about the gender pay gap in Iceland and how they are trying to remedy that - we did several listening exercises about negotiating with colleagues (Dermott & Johanna re: creating a new team to open a new overseas branch) - we did a role play exercise, an employer negotiating with an employee do do a training session while on holiday T nominates S: “did we have any work suggested for self-study?” [no] T leads Ss in pronunciation drill with words from last class: public, generate, negotiate, 
capable, 
coincide, 
booked

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

T gets Ss attention. T shows slide 2: "When you need help with something at work, who do you ask first? Why?" T nominates S to read Qs. T nominates S to share 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 3 (p. 55 #2) and nominates S to read instructions. T plays audio file 8.4 twice while Ss take notes. T nominates Ss to share their ideas in OCF.

While-Listening 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gets Ss attention. T shows slide 4 (p. 55 #3) and asks Ss to listen to audio file 8.4 and take notes. T plays audio file 8.4 once. 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 answers in OCF.

Post-Reading/Listening (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 and nominates S to read the instructions. T asks Ss to work in partners/small groups to discuss 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.

Productive Task - “Talking Point: Flow” (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shares slide 6 (p.57) 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? [10 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.

Productive Task - Role Play Preparation (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T introduces the role play task (slides 7-9) which will be assessed at the beginning of the next class. T shares Unit 8 Progress Test info with Ss re: speaking test: role play. T gives Ss time to work on 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 present their role plays at the beginning of next class.

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 continue preparing their role play exercise, which will be assessed at the beginning of the next class. T thanks Ss again for their time, and wishes them a good day.

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