Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Tuesday 16 February 2021 - 7:30-9:30am - Lesson 9
Upper Intermediate level

Description

In this lesson, students will present role play exercises on negotiation for assessment. They will then begin Unit 9 by discussing 'start-ups' and 'pop-ups' and completing several reading and discussion tasks.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of 'start-ups' and 'pop-ups.'
  • To enable students to practice speaking for fluency and be assessed in the context of a role play exercise on negotiating with colleagues.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of 'start-ups' and 'pop-ups.'
  • To enable students to practice reading for gist and detail in the context of 'start-ups' and 'pop-ups.'

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 shares https://theanglo.mx/profesionales-deloitte/ “This is a landing page aimed for Deloitte Professionals where they will be able to find useful information about their courses such as calendars and a login button for the Platform.” T asks: What did we work on in our last class? - we listened to a few short conversation regarding asking for help in the workplace - we practiced similar conversations - we discussed the idea of ‘flow’ and employee retention, etc. - we introduced the speaking task for next class Assigned Homework: Prepare speaking task (role play)

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

T gets Ss attention. T asks Ss to give their role play presentations, assess them with the rubric, and gives brief feedback. T notes that more feedback and grades will be given before the next class.

Lead-in (6-8 minutes) • To set lesson context and engage students

T gets Ss attention. T shows slide 6 with Qs: "Why do people start their own businesses? What are the challenges of setting up a new business? What kind of person starts a new business? What makes a successful entrepreneur?" T nominates Ss to share their ideas in OCF.

Pre-Reading (6-8 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 7 (p.58 #1) with the Q: "Before you start a new business, how can you test if your idea is likely to be successful?" T nominates Ss to share their ideas in OCF.

While-Reading 1: Gist (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T gets Ss attention. T shows slides 8 (p.58 #2) and nominates S to read instruction: "Work with a partner. Look at the title of the article and discuss what ‘start-up’ and ‘pop-up’ might mean." T asks Ss to work together for 4 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to discuss? [4 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 asks Ss to read the article quickly for gist for 3 minutes. T calls Ss back and nominates Ss to share their ideas in OCF.

While-Reading 2: Detail (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T gets Ss attention. T shares link to Google Form in the chat: https://forms.gle/AMgDVxLBuArzVL7w5 (p.58 #3 & 4) T nominates S to read instructions. T asks Ss to read the article individually again in more detail for 5 minutes, then compare answers and discuss with a partner. ICQ: Are we working individually? [yes, to read, then with a partner to discuss] ICQ: how many minutes do we read? [5 minutes] T asks Ss to read individually. T calls Ss back and 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.

Post-Reading 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 slide 10 (p.59 #5) and nominates Ss to read instructions aloud. T asks Ss to work in pairs to complete the exercise for 5 minutes. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to complete the exercise? [5 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 answers in OCF.

Post-Reading 2 (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 11 (p.59 #11) and nominates S to read the instructions. T asks Ss to work in small groups to discuss for 8 minutes. T assigns groups. ICQ: Are we working individually? [no, in groups] ICQ: how many minutes do we have to discuss? [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.

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 from Ss to reformulate errors. If time permits, T leads Ss in pronunciation drills.

Conclusion (3-4 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 Practice file 9 (p. 122 "Working with words") for homework. T thanks Ss again for their time, and wishes them a good day.

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