English Lesson Planner | The Anglo - Business Preliminary 4 - Monday 15 February 2021 - 7:30-9:30am

Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Monday 15 February 2021 - 7:30-9:30am - Lesson 9 - Pre-Intermediate level

The Anglo - Business Preliminary 4 - Monday 15 February 2021 - 7:30-9:30am - Lesson 9
Pre-Intermediate level

Description

In this lesson students will learn about asking about food on a menu and will be introduced to business communication: inviting and offering.

Materials

The Anglo - BP4 Lesson 9 - Monday 15 February 2021

Main Aims

To enable students to practice speaking for fluency in the contexts of asking about food on a menu, inviting, and offering.

Subsidiary Aims

To enable students to extend their lexical range in the contexts of asking about food on a menu, inviting and offering.
To enable students to practice listening for gist and detail in the context of asking about food on a menu, inviting and offering.

Procedure (85-120 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 (10-20 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 gave presentations about green initiatives - We worked on corporate hospitality, planning an event and talking about events we have been to or dream events - We listened to an audio file of 2 conversations at a corporate hospitality event (tennis) - We did a brief review of countable and uncountable nouns T: did we have anything assigned for homework? [yes, - Online Practice: Working with words Unit 11 ex 1 and 2 - Online Practice: Language at work Unit 11 ex 1 and 2] T takes up homework with Ss, eliciting for answers.

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

T gets Ss attention. T shows slide 2 with Qs: "How do you choose what to eat in a restaurant? Do you sometimes find it difficult to decide what to order? Why?" T elicits answers from Ss in OCF.

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

T gets Ss attention. T shows slide3 and nominates S to read instructions. T asks Ss to listen to audio file 11.4 and take notes. T plays audio file 11.4 once or twice. T elicits answers from Ss 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 slide 4 ( p.75 #3) 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 plays audio file 11.4 again to check answers.

Post-Listening (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 shows slide 5 (p.75 #5) and nominates S to read instructions: "Work with a partner. Use the language from exercise #3 to have a similar conversation in a restaurant. You can use the menu in exercise #2 or make your own." 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.

Pre-Listening (6-8 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: "What invitations/offers could you make to these people? Example: Would you like a coffee? a) a visitor to your company b) a new employee c) a colleague" T nominates Ss to share ideas in OCF.

While-Listening 3 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slide 7 (p.76 #2) and nominates S to read instructions. T plays audio file 11.5 once or twice while Ss take notes. T nominates Ss to share their answers in OCF.

While-Listening 4 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 8 (p.76 #3) and nominates S to read instructions. T plays audio file 11.5 again 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.

Post-Listening 2 (8-10 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 9 (p.76 #5) 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: Sample email Unit 11 for homework. T thanks Ss again for their time, and wishes them a good day.