Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Suite 1 - Saturday 13 February 2021 - 7:30-9:30am - Lesson 4a
Intermediate level

Description

In this lesson students will look at agreement in the workplace, participating in several listening and speaking exercises. They will then work on business communication in the context of exchanging contact details.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of agreement in the workplace and exchanging contact information.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of agreement in the workplace and exchanging contact information
  • To enable students to practice listening for gist and detail in the context of agreement in the workplace and exchanging contact information

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 last Saturday’s class?” - We discussed work-life balance - We read the terms and conditions for employment and matched the headings - We talked about whether the terms and conditions provide a good work-life balance for their employees - We watched a video about burnout in Sweden - We worked on to + infinitive and -ing forms T nominates S: “did we have any work suggested for homework?” [no]

Lead-in (4-6 minutes) • To set lesson context and engage students

T gets Ss attention. T asks Ss to watch "How to say 'no' politely (like a Brit) - English In A Minute" https://www.youtube.com/watch?v=2-D9qQIg_X4 T asks Ss if they have any thoughts about the video. T leads Ss in brief discussion.

Pre-Listening 1 (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 your boss or colleagues ask you to do something, do you always say ‘yes’? How difficult is it to say ‘no’?" T asks Ss to work in pairs to discuss for 5 minutes. T assigns partners. ICQ: Are we working in groups? [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 listening tasks

T gets Ss attention. T shows slide 3 (p.15 #2) and nominates S to read instructions. T asks Ss to take notes while listening to audio file 2.2 T plays audio file 2.2 twice. T asks Ss to work in pairs/small groups to work on the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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.15 #3) and nominates S to read instructions. T asks Ss to take notes while listening to audio file 2.2 T plays audio file 2.2 again. T asks Ss to work in pairs/small groups to work on the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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 1 (6-8 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.15 #4) and nominates S to read: "Which response in exercise #3 was less positive? In which situations and with whom would you normally use this response?" T leads Ss in a brief discussion, highlighting target language.

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 6 (p.15 #5) and nominates S to read instructions. T asks Ss to work in pairs/small groups to work on the exercise for 8 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to practice the conversations? [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.

Pre-Listening 2 (8-10 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 7 and nominates S to read Qs: "How difficult is it to organize contact information these days? Why?" T leads Ss in brief discussion.

While-Listening 3 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 8 (p.16 #3) and nominates S to read instructions. T asks Ss to take notes while listening to audio file 2.3 T plays audio file 2.3 twice. T asks Ss to work in pairs/small groups to work on the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] 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 9 (p.16 #4) and nominates S to read instructions. T asks Ss to work in pairs for 5 minutes to complete matching exercise, then listen again to audio 2.3 to check answers. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to complete the exercise? [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 plays audio file 2.3 to check answers in OCF.

Web site designed by: Nikue