Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Monday 22 February 2021 - 7:30-9:30am - Lesson 11
Pre-Intermediate level

Description

In this lesson students will complete a quiz to assess their use of English. They will then be introduced to the speaking task and rubric that will be evaluated in the following class. Then they will begin work on Unit 12: Performance with several reading and speaking exercises.

Materials

Main Aims

  • To provide students with an opportunity for use of English assessment.
  • To enable students to practice speaking for fluency in the context of company performance.

Subsidiary Aims

  • To enable students to practice reading for gist and detail in the context of company performance.
  • To enable students to extend their lexical range in the context of company performance.

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 (10-15 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 Wednesday’s class?” - We watched a video with advice for business lunches - We looked at vocabulary for inviting, offering, accepting and declining - We worked on dialogues using this vocabulary - We discussed the differences between corporate hospitality and bribery T: did we have anything assigned for homework? [yes, to look at Online Practice: Sample email Unit 11] T reviews email with Ss on Oxford platform. T leads Ss in pronunciation drill: venue, event, luggage, colleague, finished, introduced

Pop Quiz! (20-30 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 > BP4 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.

Productive Task - Role Play Preparation (3-5 minutes) • To provide an opportunity to practice target productive skills

T shows slides 3 & 4, introducing the next role play speaking test, assigning roles and familiarizing Ss with rubric.

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

T gets Ss attention. T shows slide 5 (p. 78 “Starting Point”) and nominates S to read Qs: 1. How do we usually measure the performance of…? - a company - a sportsperson - a government 2. How do you measure your performance in your job? T elicits responses from Ss in OCF.

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

T gets Ss attention. T shows slide 6 (p.78 #1) and nominates Ss to read Qs aloud. 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 (8-10 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 for 3 minutes and choose the best alternative title. T sends link to Google Form in chat: https://forms.gle/itPjwVnMoE5sCufCA 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 sends link to Google Form in chat: https://forms.gle/C6bh1K4tyu3DBSc18 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 a partner/group. Ss read for 4 minutes. T calls Ss back. T assigns pairs/groups. ICQ: Are we working individually? [no, in groups] ICQ: how many minutes do we have to discuss? [4 minutes] T sends pairs/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 (8-10 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 ( ) and nominates Ss to read Qs: "What do you think of the survey results in the text? Are you willing to pay more to use products from socially responsible companies?" 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 (2-3 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 ___ for homework. T thanks Ss again for their time, and wishes them a good day.

Web site designed by: Nikue