English Lesson Planner | The Anglo - Business Higher 2 - Tuesday 16 February 2021 - 6-8pm

Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 16 February 2021 - 6-8pm - Lesson 9 - Advanced level

The Anglo - Business Higher 2 - Tuesday 16 February 2021 - 6-8pm - Lesson 9
Advanced level

Description

In this lesson, students will present their role play exercises to be assessed. We will then work on adding emphasis, and responding to feedback.

Materials

The Anglo - BH2 Lesson 9 - Tuesday 15 February 2021

Main Aims

To enable students to practice speaking for fluency and be assessed in the context of a role play exercise on dealing with conflict in the workplace.
To enable students to practice speaking for fluency in the context of responding to feedback.

Subsidiary Aims

To enable students to practice listening for gist and detail in the context of responding to feedback.
To provide clarification of adding emphasis in the context of the workplace.
To enable students to extend their lexical range in the context of responding to feedback.

Procedure (86-120 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 shares https://theanglo.mx/profesionales-deloitte/ “This is a landing page aimed for Deloitte Professionals where they will be able to find useful information about their courses such as calendars and a login button for the Platform.” T nominates S: What did we work on in our last class? - We looked at multi-word verbs / idioms to describe people in workplace contexts (pay attention to, spur into action, thrive on, steer clear of, etc. - We practiced using them to write :inkedIn profiles - We prepared a bit for the role play task that we will begin today’s class with T nominates S: “did we have any work suggested for self-study?” [yes, preparing speaking task: role play]

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

T gets Ss attention. T shows slide 6 with sentences: “Gone are the days when we had nothing to do” “Why she got upset, I really don’t know” “Never have I been to such an amazing place” & “Quietly, he walked into the room” T asks Ss what they notice about these sentences and elicits 'emphasis.'

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gets Ss attention. T shows slide 7 (p.42 #1) and nominates S to read instructions. T asks Ss to work in pairs for 5 minutes to complete exercise. 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 to main session and the class shares their answers in OCF.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T shows slide 8 and nominates S to read instructions for exercise #2 (p.42). T points Ss to ward panel from Grammar Reference (p. 128) to use for reference.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T continues with slide 8, asking Ss to work in pairs for 5 minutes to complete exercise #2 with the help of the Grammar Reference panel (p.128) T assigns partners. ICQ: Are we working in pairs? [yes] 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 answers in OCF.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T gets Ss attention. T shows slide 9 (p.42 #3) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. 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 to main session and the class shares their answers in OCF.

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

T gets Ss attention. T shows slide 10 (p.42 #4) and nominates S to read instructions. T nominates Ss to complete the two sentences and discuss in OCF.

Pre-Listening (6-8 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 12 (p.43 #1) and nominates S to read the Qs: Is feedback necessarily the same as criticism? How can negative feedback be made constructive? How do you normally react to negative / positive feedback? T elicits / nominates responses from Ss in OCF.

While-Listening 1 (6-8 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T asks Ss to listen to audio file 5.4 and take notes. T plays audio 5.4 once or twice. T nominates Ss for 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 shares slide 10 (p.59 #5) and nominates Ss to read instructions aloud. T asks Ss to work in pairs to complete the exercise for 5 minutes. ICQ: Are we working individually? [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 plays audio file 5.4 again to check 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 shares slide 14 (p.43 #4) and nominates Ss to read instructions aloud. T asks Ss to work in pairs to discuss for 8 minutes. ICQ: Are we working individually? [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 from 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 look at Unit 5 digital activities for homework. T thanks Ss again for their time, and wishes them a good day.