Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 23 February 2021 - 6-8pm - Lesson 11
Advanced level

Description

In this lesson students will be introduced to role play speaking test #2 that they will complete in the following class. They will then begin working on Unit 6: Progress, looking at factors for success through several reading and speaking tasks,

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of discussing factors for success in business.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of discussing factors for success in business.
  • To enable students to practice reading for gist and detail in the context of discussing factors for success in business.

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 had a quiz - We looked at the “Talking Point” section of the unit on problem solving in teams - We discussed the Myers-Briggs Type Indicator of MBTI personality test - We discussed how our personality types impact or affect how we solve problems - We talked briefly about problems at work and whether the problem-solving model we read about might be useful to solve them T: did we have anything assigned for homework? [no] T leads Ss in pronunciation drill: utilize, least, typological, functions, objectively

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

T shows slides 2-4, 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.46 “Starting Point”) and nominates S to read Qs: What do you think a company needs to do to stay ahead of the competition? How can companies ensure continued progress? 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.46 #1) and nominates S to read instructions. T elicits responses from Ss 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/tZLtvdF4K6gp5Si77 T calls Ss back to main session and the class shares their answers in OCF.

While-Reading 2: Detail (12-14 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/4Rmg2f1W7AGP2mAFA 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 1 (10-12 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 7 (p.47 #3) and nominates Ss to read instructions. T asks Ss to work in pairs to complete the task for 5 minutes. ICQ: Are we working in groups? [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 the class shares their answers in OCF.

Post-Reading 2 (10-12 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 8 (p.47 #4) and nominates Ss to read instructions. T asks Ss to work in pairs to complete the task for 5 minutes. ICQ: Are we working in groups? [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 the class shares their answers in OCF.

Post-Reading 3 (10-12 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 9 (p.47 #6) and nominates Ss to read instructions. T asks Ss to work in pairs to complete the task for 5 minutes. ICQ: Are we working in groups? [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 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 prepare for speaking test #2 for homework. T thanks Ss again for their time, and wishes them a good day.

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