Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Suite 1 - Saturday 13 February 2021 - 9:45-11:30am - Lesson 5b
Intermediate level

Description

In this lesson students will complete a Use of English assessment (Unit 1 Progress Test) as a pop quiz. They will then begin working with Unit 3: Projects through reading for gist and detail and speaking exercises.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of corporate volunteer programs.
  • To enable students to be assessed on their use of English in the context of a pop quiz (Unit 1 Progress Test)

Subsidiary Aims

  • To enable students to practice reading for gist & detail in the context of corporate volunteer programs.
  • To enable students to extend their lexical range in the context of corporate volunteer programs.

Procedure

Welcome (3-5 minutes) • To welcome students back to class after the break and to troubleshoot any problems.

T welcomes Ss as they come back after the break. T asks Ss if they have any questions or concerns at this point. T and Ss chat informally until everyone is back.

Pop Quiz! (25-30 minutes) • To assess students' use of English

T gets Ss attention. T shares slide 2 and announces to Ss that there will be a pop quiz. T shares quiz document (Teams > Class Materials > BS1 Quiz 1.pdf) T shars link to Google doc in chat and asks Ss to make a copy, use it to complete the quiz, download as .doc or .pdf and send to me OR use any other notepad, etc. to send answers to Qs 1-30. T asks if there are any questions. T puts on music for Ss while they work for 30 minutes.

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

T gets Ss attention. T shows slide 3 and nominates S to read Qs: What makes a project successful? Do you prefer to lead a project or be part of the team? Why? Do you like being involved in long-term projects? Why or why not? T elicits responses from Ss in OCF.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 4 (p.18 #1)and nominates Ss to read Qs aloud: How can a business help a charity? What are the benefits for the company and its employees? T asks Ss to work in groups to discuss for 5 minutes. ICQ: Are we working individually? [no, in groups] ICQ: how many minutes do we have to discuss? [5 minutes] T assigns groups. 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.

While-Reading 1: Gist (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

T gets Ss attention. T asks Ss to read the article quickly for gist and choose the best alternative title. T asks Ss to read independently for 4 minutes, then check answers with their group. Ss read for 4 minutes. T calls Ss back. T assigns groups. ICQ: Are we working individually? [no, in groups] ICQ: how many minutes do we have to discuss? [3 minutes] T assigns groups. T sends groups 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.

While-Reading 2: Detail (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T gets Ss attention. T asks Ss to read the article again for in more detail and then answer the questions. T asks Ss to read independently for 4 minutes, then check answers with their group. Ss read for 4 minutes. T calls Ss back. T assigns groups. ICQ: Are we working individually? [no, in groups] ICQ: how many minutes do we have to discuss? [4 minutes] T assigns groups. T sends groups 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/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 5 (p.19 #3 ) and nominates Ss to read Qs aloud: Does your company or its staff ever take part in volunteer projects? If you answer ‘yes,’ describe one of the projects. If you answer ‘no,’ what kind of volunteer project do you think it could offer? T asks Ss to work in pairs to discuss for 5 minutes. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to discuss? [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.

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 form 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 Online Unit 2 exercises & Progress Test for homework. T thanks Ss again for their time, and wishes them a good day.

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