Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Wednesday 24 February 2021 - 7:30-9:30am - Lesson 12
Pre-Intermediate level

Description

In this lesson students will perform their speaking test #2 roles plays to be assessed. They will then continue working on the topic of evaluating performance through several listening and speaking exercises.

Materials

Main Aims

  • To enable students to be assessed in the context of a role play exercise on corporate hospitality.
  • To enable students to practice speaking for fluency in the context of company performance.

Subsidiary Aims

  • To enable students to practice listening 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 (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 nominates S: “what did we work on in our last class?” - We did a quiz - We discussed the next speaking test role play - We began our unit on ‘performance’ - We discussed how we measure the performance of companies, governments, employees, etc. - We discussed socially responsible companies/products (elicit definition, etc. from Ss) T: did we have anything assigned for homework? [yes, to prepare for speaking test 2]

Productive Task - Speaking Test #2 (15-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T asks Ss to give their role play presentations, assess them with the rubric, and gives brief feedback. T notes that more feedback and grades will be given before the next class.

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

T gets Ss attention. T asks Ss to watch “Penny's Performance Review” https://www.youtube.com/watch?v=_7CEmBZyGF8 T asks Ss what they think; T lets Ss know that they will continue with their work on evaluating performance.

Pre-Listening 1 (8-10 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 4 (p.79 #4) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to work together? [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.

Pre-Listening 2 (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 5 (p.79 #5) and nominates S to read Qs: "Work with a partner. Which of the performance factors in exercise #4 are important in your place of work? Why?" 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 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slides 6 (p.79 #6) and nominates S to read instructions. T asks Ss to listen to audio file12.1 and take notes, then work together with a partner for 5 minutes to check answers. T plays audio file 12.1 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.

While-Listening 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slides 7 (p.79 #7 & 8) and nominates S to read instructions. T asks Ss to listen to audio file 12.1 again, then work together with a partner for 5 minutes to check answers. T plays audio file 12.1 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 (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 shows slide 8 (p.79 #9) 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 (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 thanks Ss again for their time, and wishes them a good day.

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