Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 16 February 2021 - 6-8pm - Lesson 9
Advanced level

Description

In this lesson, students will present their role play exercises to be assessed. We will then work on adding emphasis, and responding to feedback.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of responding to feedback.
  • 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.

Subsidiary Aims

  • To provide clarification of adding emphasis in the context of the workplace.
  • To enable students to practice listening for gist and detail in the context of responding to feedback.
  • To enable students to extend their lexical range in the context of responding to feedback.

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 nominates S: What did we work on in our last class? - We looked at multi-word verbs / idioms to describe people in workplace contexts (pay attention to, spur into action, thrive on, steer clear of, etc. - We practiced using them to write :inkedIn profiles - We prepared a bit for the role play task that we will begin today’s class with T nominates S: “did we have any work suggested for self-study?” [yes, preparing speaking task: role play]

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

T gets Ss attention. T shows slide 6 with sentences: “Gone are the days when we had nothing to do” “Why she got upset, I really don’t know” “Never have I been to such an amazing place” & “Quietly, he walked into the room” T asks Ss what they notice about these sentences and elicits 'emphasis.'

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gets Ss attention. T shows slide 7 (p.42 #1) and nominates S to read instructions. T asks Ss to work in pairs for 5 minutes to complete 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.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T shows slide 8 and nominates S to read instructions for exercise #2 (p.42). T points Ss to ward panel from Grammar Reference (p. 128) to use for reference.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T continues with slide 8, asking Ss to work in pairs for 5 minutes to complete exercise #2 with the help of the Grammar Reference panel (p.128) T assigns partners. ICQ: Are we working in pairs? [yes] 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.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gets Ss attention. T shows slide 9 (p.42 #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.

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

T gets Ss attention. T shows slide 10 (p.42 #4) and nominates S to read instructions. T nominates Ss to complete the two sentences and discuss in OCF.

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

T gets Ss attention. T shows slide 12 (p.43 #1) and nominates S to read the Qs: Is feedback necessarily the same as criticism? How can negative feedback be made constructive? How do you normally react to negative / positive feedback? T elicits / nominates responses from Ss in OCF.

While-Listening 1 (6-8 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T asks Ss to listen to audio file 5.4 and take notes. T plays audio 5.4 once or twice. T nominates Ss for 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 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 plays audio file 5.4 again to check 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 shares slide 14 (p.43 #4) and nominates Ss to read instructions aloud. T asks Ss to work in pairs to discuss for 8 minutes. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to discuss? [8 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.

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 (3-5 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 look at Unit 5 digital activities for homework. T thanks Ss again for their time, and wishes them a good day.

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