Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Thursday 18 February 2021 - 7:30-9:30am - Lesson 10
Upper Intermediate level

Description

In this lesson students will look at "Business Communication: Maintaining Contacts," learning new key expressions and completing several listening and speaking tasks.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of maintaining contacts.

Subsidiary Aims

  • To enable students to practice listening for gist and detail in the context of maintaining contacts.
  • To enable students to extend their lexical range in the context of maintaining contacts.

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 tells Ss that their marks for Speaking Test 1 are available in private messages on Teams. T asks: What did we work on in our last class? - We did speaking test #1 role plays - We read a short article and discussed start-ups and pop-ups - We worked with some new vocabulary related to new business - We discussed the business idea of collapsible scooters for commuters, its potential for success and potential challenges Assigned Homework: none

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

T gets Ss attention. T asks Ss to watch a short animation: “Running Into Old Friends” https://www.youtube.com/watch?v=b54P47Vl5l8 T asks Ss to guess what we will be working on in today's class.

Pre-Listening (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 Qs: "Think of the last time you had a chance encounter with someone you hadn’t seen or heard from for a long time. Describe the meeting. How did you feel? What did you talk about?" T asks Ss to work in pairs to discuss for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to discuss? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back and nominates Ss to share their ideas in OCF.

While-Listening 1 (12-14 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slides 3 (p.60 #2) and nominates S to read instruction and "Context." T asks Ss to listen to audio file 9.3 and take notes, then work together with a partner for 5 minutes to check answers. T plays audio file 9.3 twice while Ss take notes. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to compare answers? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back and nominates Ss to share their ideas in OCF. T asks "Which conversation is more formal, neutral, less formal?" and nominates Ss for ideas.

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 slides 4 (p.60 #4 & #5) and nominates S to read instructions. T asks Ss to work together for 4 minutes to match the phrases, before coming back together to listen to audio file 9.3 again to check answers. 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 listen to audio file 9.3 again. T posts answer key in chat for Ss to double check.

Post-Listening (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.60 #6). T nominates Ss to put phrases from exercise 4 into categories a-e in OCF.

Productive Task 1 (15-17 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 6 (p.61 #8) and nominates S to read the instructions. T asks Ss to work in partners to practice the conversations for 8 minutes. T assigns partners ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to practice? [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 2 (15-17 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 7 (p.61 #9) and nominates S to read the instructions. T asks Ss to work in partners to have a conversation for 8 minutes. T assigns partners ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to talk? [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 (3-5 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 work on their unit 7 and 8 Oxford platform tasks for homework. T thanks Ss again for their time, and wishes them a good day.

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