English Lesson Planner | The Anglo - Business Preliminary 4 - Wednesday 10 February 2021 - 7:30-9:30am

Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Wednesday 10 February 2021 - 7:30-9:30am - Lesson 8 - Pre-Intermediate level

The Anglo - Business Preliminary 4 - Wednesday 10 February 2021 - 7:30-9:30am - Lesson 8
Pre-Intermediate level

Description

In this lesson, students will give their presentations on green initiatives at their workplaces. They will then continue with our unit on corporate hospitality.

Materials

The Anglo - BP4 Lesson 8 - Wednesday 10 February 2021

Main Aims

To enable students to practice speaking for fluency in the context of corporate hospitality.
To enable students to be assessed on their speaking in the context of giving a short presentation about green initiatives at their workplaces.

Subsidiary Aims

To enable students to practice listening for gist and detail in the context of corporate hospitality.
To enable students to extend their lexical range in the context of corporate hospitality.
To enable students to review countable versus uncountable nouns in the context of corporate hospitality.

Procedure (89-120 minutes)

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 Monday’s class?” - We started discussing corporate hospitality - We read a short article about corporate hospitality - We listened to a couple speakers discussing corporate hospitality events - We took the first few minutes to work on our presentation and to discuss the criteria T: did we have anything assigned for homework? [yes, working on presentations] T transitions to presentation stage.

Productive Task - Presentations (25-32 minutes) • To provide an opportunity to practice target productive skills and be assessed

T gets Ss attention. T asks Ss to give their short presentations, assess them with the rubric, and gives feedback.

Lead-in (5-7 minutes) • To set lesson context and engage students

T gets Ss attention. T shows slide 3 (p. 72 #8) and nominates S to read instructions: "Work with a partner. Have you ever been to a corporate event? Tell your partner about it. If not, what would be your dream corporate event?" T asks Ss to work with a partner for 3 minutes to discuss. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to discuss? [3 minutes] 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 ideas in OCF.

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

T gets Ss attention. T shows slide 4 (p. 73 #9) and nominates S to read instructions. T asks Ss to work in (a) small group(s) for 6 minutes to complete the task. ICQ: Are we working in groups? [yes] ICQ: how many minutes do we have to complete the task? [6 minutes] T assigns groups. T sends 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 ideas in OCF.

While-Listening 1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slide 5 (p.74 #2) and nominates S to read instructions. T plays audio file 11.2 once or twice while Ss take notes. T nominates Ss to share their answers in OCF.

While-Listening 2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 6 (p.74 #3) and nominates S to read instructions. T plays audio file 11.2 once or twice while Ss take notes. T nominates Ss to share their answers 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 7 (p.74 #4) and nominates S to read instructions. T asks Ss to work with a partner to complete the exercise for 5 minutes. ICQ: Are we working in groups? [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 to main session and the class shares their ideas 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 complete -Online Practice: Working with words Unit 11 ex 1 and 2 & Online Practice: Language at work Unit 11 ex 1 and 2 for homework. T thanks Ss again for their time, and wishes them a good day.