English Lesson Planner | The Anglo - Business Vantage 3 - Thursday 18 February 2021 - 7:30-9:30am

Zoë Heyn-Jones

The Anglo - Business Vantage 3 - Thursday 18 February 2021 - 7:30-9:30am - Lesson 10 - Upper Intermediate level

The Anglo - Business Vantage 3 - Thursday 18 February 2021 - 7:30-9:30am - Lesson 10
Upper Intermediate level

Description

In this lesson students will look at "Business Communication: Maintaining Contacts," learning new key expressions and completing several listening and speaking tasks.

Materials

The Anglo - BV3 Lesson 10 - Thursday 18 February 2021

Main Aims

To enable students to practice speaking for fluency in the context of maintaining contacts.

Subsidiary Aims

To enable students to practice listening for gist and detail in the context of maintaining contacts.
To enable students to extend their lexical range in the context of maintaining contacts.

Procedure (92-120 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 tells Ss that their marks for Speaking Test 1 are available in private messages on Teams. T asks: What did we work on in our last class? - We did speaking test #1 role plays - We read a short article and discussed start-ups and pop-ups - We worked with some new vocabulary related to new business - We discussed the business idea of collapsible scooters for commuters, its potential for success and potential challenges Assigned Homework: none

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

T gets Ss attention. T asks Ss to watch a short animation: “Running Into Old Friends” https://www.youtube.com/watch?v=b54P47Vl5l8 T asks Ss to guess what we will be working on in today's class.

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

T gets Ss attention. T shows slide 2 and nominates S to read Qs: "Think of the last time you had a chance encounter with someone you hadn’t seen or heard from for a long time. Describe the meeting. How did you feel? What did you talk about?" 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 (12-14 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slides 3 (p.60 #2) and nominates S to read instruction and "Context." T asks Ss to listen to audio file 9.3 and take notes, then work together with a partner for 5 minutes to check answers. T plays audio file 9.3 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. T asks "Which conversation is more formal, neutral, less formal?" and nominates Ss for ideas.

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

T gets Ss attention. T shows slides 4 (p.60 #4 & #5) and nominates S to read instructions. T asks Ss to work together for 4 minutes to match the phrases, before coming back together to listen to audio file 9.3 again to check answers. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to discuss? [4 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 asks Ss to listen to audio file 9.3 again. T posts answer key in chat for Ss to double check.

Post-Listening (6-8 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.60 #6). T nominates Ss to put phrases from exercise 4 into categories a-e in OCF.

Productive Task 1 (15-17 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 6 (p.61 #8) and nominates S to read the instructions. T asks Ss to work in partners to practice the conversations for 8 minutes. T assigns partners ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to practice? [8 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.

Productive Task 2 (15-17 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slide 7 (p.61 #9) and nominates S to read the instructions. T asks Ss to work in partners to have a conversation for 8 minutes. T assigns partners ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to talk? [8 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 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 work on their unit 7 and 8 Oxford platform tasks for homework. T thanks Ss again for their time, and wishes them a good day.