Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Tuesday 23 February 2021 - 7:30-9:30am - Lesson 11
Upper 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 review key expressions and vocabulary related to maintaining contacts, and discuss ways to avoid saying 'no' through several listening and speaking tasks.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of avoiding saying 'no.'
  • To provide students with an opportunity for use of English assessment.

Subsidiary Aims

  • To enable students to practice listening for gist and detail in the context of avoiding saying 'no.'
  • To enable students to extend their lexical range in the context of avoiding saying 'no.'

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 our last class?” - We worked on maintaining contacts - We listened to three conversations and talked about the relationships between the speakers, the information about the past, the favours they asked and the replies - We did a couple speaking exercises, practicing having similar conversations T: did we have anything assigned for homework? [no] T leads Ss in pronunciation drill: colleague, expertise, ages, changed

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 > BV3 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 (5-7 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 asks Ss to watch “How to say 'no' politely (like a Brit) - English In A Minute https://www.youtube.com/watch?v=2-D9qQIg_X4 T asks Ss to guess what the lesson topic is.

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

T gets Ss attention. T shows slide 6 and nominates S to read Qs: "In some cultures, people avoid saying ‘no’ directly. When someone makes a request, how easy is it for you to say ’no’? What does it depend upon?" 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 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slides 7 (p.61 #2) and nominates S to read instructions. T asks Ss to listen to audio file 9.4 and take notes, then work together with a partner for 5 minutes to check answers. T plays audio file 9.4 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.

Post-Listening (14-16 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 (p.61 #3) and nominates Ss to read instructions. T asks Ss to work in pairs to discuss for 8 minutes. ICQ: Are we working in groups? [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 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 prepare for their speaking test #2 roles plays for homework. T thanks Ss again for their time, and wishes them a good day.

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