Ana Ramirez Ana Ramirez

Customer service awards
Pre-intermediate level


In this lesson, students communicate and share their opinions to nominate the winner of the Wow awards (best customer serive) putting into practice the contents of the unit reviewed on previous lessons


Abc Textbook

Main Aims

  • To provide fluency and speaking practice in a discussion and task in the context of customer serivce

Subsidiary Aims

  • Put into practice vocabulary from the unit learnt in previous lessons


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

1. Teacher shares screen on jamboard presentation. Nominate student to read three questions for gist listening: 1. What are the Wow awards? 2. What are the benefits? 3. How do they work? 2. Teacher shares and plays video on youtube about the Wow awards. Students watch and answer or comment on questions.

Task - preparation (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

1. Teacher shares screen on jamboard presentation with text and questions for a discussion from book, page 37, but with an aditional chart with collocations and expressions reviewed on previous lessons. T nominates two students to read the text. and then provides time for students to answer questions individually for the discussion on the next step. 2. Students share their answers and reasons why they agree or disagree with each other. T moderates and provides guidance only if students need more prompting for speaking.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

1. T sets instructions for task. (page 37 and page 137) (also on jamboard if students prefer) 1.1 Work in small groups. Read about employees nominated for the Wow awards. Choose a different candidate, tell the group: who this person is, why they are a good candidate for the award. 1.2 Use criteria in question 4 from the discussion to decide: who will win the award. Who will win second and third place? 2. T puts students into breakout rooms (pairs or groups of three)

Planning (8-10 minutes) • To provide an opportunity to plan students' reports

1. Students (in breakout rooms) read about the five employees and communicate with each other to complete the task (decision-making) 2. T monitors and intervenes only if students ask for help. T takes notes on the good language and on mistakes produced by students.

Report (8-10 minutes) • To allow students to report on how they did the task and how it went

1. Teacher shares screen with jamboard presentation and cards for the candidates. T nomitates each team to report on the task, to present the candidate they choose for the winner, the second and third place. 2. Students share their report. T. writes on jamboard the places decided for each candidate (with different colors by team).

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

1. T shares good use of language and shows examples of mistakes or language than can be improved. Before making the correction, T prompts students to analyse, self-correct or peer-check. 2. T provides further correction if students didn't find more mistakes to be improved.

Web site designed by: Nikue