English Lesson Planner | The Anglo - Business Higher 2 - Tuesday 23 February 2021 - 6-8pm

Zoë Heyn-Jones

The Anglo - Business Higher 2 - Tuesday 23 February 2021 - 6-8pm - Lesson 11 - Advanced level

The Anglo - Business Higher 2 - Tuesday 23 February 2021 - 6-8pm - Lesson 11
Advanced level

Description

In this lesson students will be introduced to role play speaking test #2 that they will complete in the following class. They will then begin working on Unit 6: Progress, looking at factors for success through several reading and speaking tasks,

Materials

The Anglo - BH2 Lesson 11 - Tuesday 23 February 2021

Reading for Gist: "The Challenge of Change"

Reading for Detail: "The Challenge of Change"

The Anglo - BH2 Lesson 11 - Tuesday 23 February 2021

Reading for Gist: "The Challenge of Change"

Reading for Detail: "The Challenge of Change"

Main Aims

To enable students to practice speaking for fluency in the context of discussing factors for success in business.

Subsidiary Aims

To enable students to practice reading for gist and detail in the context of discussing factors for success in business.
To enable students to extend their lexical range in the context of discussing factors for success in business.

Procedure (90-120 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 (10-15 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 our last class?” - We had a quiz - We looked at the “Talking Point” section of the unit on problem solving in teams - We discussed the Myers-Briggs Type Indicator of MBTI personality test - We discussed how our personality types impact or affect how we solve problems - We talked briefly about problems at work and whether the problem-solving model we read about might be useful to solve them T: did we have anything assigned for homework? [no] T leads Ss in pronunciation drill: utilize, least, typological, functions, objectively

Productive Task - Role Play Preparation (3-5 minutes) • To provide an opportunity to practice target productive skills

T shows slides 2-4, introducing the next role play speaking test, assigning roles and familiarizing Ss with rubric.

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

T gets Ss attention. T shows slide 5 (p.46 “Starting Point”) and nominates S to read Qs: What do you think a company needs to do to stay ahead of the competition? How can companies ensure continued progress? T elicits responses from Ss in OCF.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 6 (p.46 #1) and nominates S to read instructions. T elicits responses from Ss in OCF.

While-Reading 1: Gist (8-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T gets Ss attention. T asks Ss to read the article quickly for gist for 3 minutes and choose the best alternative title. T sends link to Google Form in chat: https://forms.gle/tZLtvdF4K6gp5Si77 T calls Ss back to main session and the class shares their answers in OCF.

While-Reading 2: Detail (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T gets Ss attention. T sends link to Google Form in chat: https://forms.gle/4Rmg2f1W7AGP2mAFA T asks Ss to read the article again for in more detail and then answer the questions. T asks Ss to read independently for 4 minutes, then check answers with a partner/group. Ss read for 4 minutes. T calls Ss back. T assigns pairs/groups. ICQ: Are we working individually? [no, in groups] ICQ: how many minutes do we have to discuss? [4 minutes] T sends pairs/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 answers in OCF.

Post-Reading 1 (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 shares slide 7 (p.47 #3) and nominates Ss to read instructions. T asks Ss to work in pairs to complete the task for 5 minutes. ICQ: Are we working in groups? [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 the class shares their answers in OCF.

Post-Reading 2 (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 shares slide 8 (p.47 #4) and nominates Ss to read instructions. T asks Ss to work in pairs to complete the task for 5 minutes. ICQ: Are we working in groups? [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 the class shares their answers in OCF.

Post-Reading 3 (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 shares slide 9 (p.47 #6) and nominates Ss to read instructions. T asks Ss to work in pairs to complete the task for 5 minutes. ICQ: Are we working in groups? [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 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 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 prepare for speaking test #2 for homework. T thanks Ss again for their time, and wishes them a good day.