Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Thursday 11 February 2021 - 6-8pm - Lesson 8
Advanced level

Description

In this lesson student will work with vocabulary describing people in the workplace team context, and practice this by writing a LinkedIn profile. They will then prepare for role play presentations which will be assessed in the following class.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of describing people in workplace teams.
  • To enable students to practice speaking for fluency and be assessed in the context of a role play exercise on dealing with conflict in the workplace that they will present next week.

Subsidiary Aims

  • To enable students to practice process writing re: describing people in the context of a LinkedIn profile.
  • To enable students to extend their lexical range in the context of describing people in workplace teams.

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 began looking at the topic of dealing with conflict in the workplace - We listened to a couple audio files of a meeting between three managers discussing a problem with the printing of brochures - We worked with some vocabulary related to dealing with conflict in the workplace - We discussed different ways of dealing with conflict (chairperson, diplomatically, directly, etc. - We did a role play exercise T nominates S: “did we have any work suggested for self-study?” [no] T leads Ss in pronunciation drill with words from last class: marketability, theorist, skilled, caused, diplomatically, capable

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

T gets Ss attention. T shows slide 2 with text from previous lesson ("What kind of team player are you?" p. 38) T asks Ss what they notice about the text. T nominates Ss. T reveals next slide: multi-word verbs / idioms

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T gets Ss attention. T shows slide 4 (p. 39 #8) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. T assigns partners. ICQ: Are we working individually? [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 answers in OCF.

Useful Language 1 (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide 5 (p. 110 #2) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. T assigns partners. ICQ: Are we working individually? [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 answers in OCF.

Useful Language 2 (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T shows slide 6 (p.39 #3) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. T assigns partners. ICQ: Are we working individually? [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 answers in OCF.

Productive Task - Writing Profiles (20-24 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T asks Ss to work individually to write a short description of his/herself for LinkedIn, using idioms and vocabulary we've been working with. T gives Ss 8 minutes to write independently. T calls Ss back to main session. T asks Ss to work with a partner to give feedback on their profiles. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to share and give feedback? [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 profiles in OCF.

Productive Task - Role Play Preparation (20-24 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T introduces the role play task (slides 8-10) which will be assessed at the beginning of the next class. T shares Unit 5 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 on students' production and use of language

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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