English Lesson Planner | The Anglo - Business Preliminary 4 - Wednesday 24 February 2021 - 7:30-9:30am

Zoë Heyn-Jones

The Anglo - Business Preliminary 4 - Wednesday 24 February 2021 - 7:30-9:30am - Lesson 12 - Pre-Intermediate level

The Anglo - Business Preliminary 4 - Wednesday 24 February 2021 - 7:30-9:30am - Lesson 12
Pre-Intermediate level

Description

In this lesson students will perform their speaking test #2 roles plays to be assessed. They will then continue working on the topic of evaluating performance through several listening and speaking exercises.

Materials

The Anglo - BP4 Lesson 12 - Wednesday 24 February 2021

Main Aims

To enable students to practice speaking for fluency in the context of company performance.
To enable students to be assessed in the context of a role play exercise on corporate hospitality.

Subsidiary Aims

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

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 our last class?” - We did a quiz - We discussed the next speaking test role play - We began our unit on ‘performance’ - We discussed how we measure the performance of companies, governments, employees, etc. - We discussed socially responsible companies/products (elicit definition, etc. from Ss) T: did we have anything assigned for homework? [yes, to prepare for speaking test 2]

Productive Task - Speaking Test #2 (15-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T asks Ss to give their role play presentations, assess them with the rubric, and gives brief feedback. T notes that more feedback and grades will be given before the next class.

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

T gets Ss attention. T asks Ss to watch “Penny's Performance Review” https://www.youtube.com/watch?v=_7CEmBZyGF8 T asks Ss what they think; T lets Ss know that they will continue with their work on evaluating performance.

Pre-Listening 1 (8-10 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 4 (p.79 #4) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise for 5 minutes. 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 and nominates Ss to share their ideas in OCF.

Pre-Listening 2 (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 5 (p.79 #5) and nominates S to read Qs: "Work with a partner. Which of the performance factors in exercise #4 are important in your place of work? Why?" 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 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slides 6 (p.79 #6) and nominates S to read instructions. T asks Ss to listen to audio file12.1 and take notes, then work together with a partner for 5 minutes to check answers. T plays audio file 12.1 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.

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

T gets Ss attention. T shows slides 7 (p.79 #7 & 8) and nominates S to read instructions. T asks Ss to listen to audio file 12.1 again, then work together with a partner for 5 minutes to check answers. T plays audio file 12.1 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.

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 8 (p.79 #9) and nominates Ss to read instructions. T asks Ss to work in pairs to discuss for 8 minutes. ICQ: Are we working in groups? [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 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 thanks Ss again for their time, and wishes them a good day.