English Lesson Planner | The Anglo - Business Higher 2 - Thursday 25 February 2021 - 6-8pm

Zoë Heyn-Jones

The Anglo - Business Higher 2 - Thursday 25 February 2021 - 6-8pm - Lesson 12 - Advanced level

The Anglo - Business Higher 2 - Thursday 25 February 2021 - 6-8pm - Lesson 12
Advanced level

Description

In this lesson students will perform role play speaking test #2 and be assessed. They will then continue to work on discussing factors for success through various listening and speaking tasks.

Materials

The Anglo - BH2 Lesson 12 - Thursday 25 February 2021

Main Aims

To enable students to be assessed in the context of a role play exercise on risk and manufacturing.
To enable students to practice speaking for fluency in the context of discussing factors for success.

Subsidiary Aims

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

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 discussed factors for success (what a company needs to stay ahead of the competition and ensure progress) - We read an article about the change in corporate culture at 3M - We discussed and assigned roles for speaking test #2 T: did we have anything assigned for homework? [yes, prepare for speaking test #2] T leads Ss in pronunciation drill: available, slimming, confirm, constantly, innovative, creativity

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 “3M's 15% Culture of Innovation” https://www.youtube.com/watch?v=1D3DqIMLntM T asks Ss to describe this initiative using vocabulary learned in last class.

Pre-Listening 1 (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slides 5 & 6 (p.47 #6 + vocab.) 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.

While-Listening 1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 7 (p.47 #7) and nominates S to read instructions. T asks Ss to listen to audio file 6.1 and take notes, then work together with a partner for 5 minutes to check answers. T plays audio file 6.1 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.

Pre-Listening 2 (6-8 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 8 (p.47 #8) and nominates S to read instructions. T 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 slide 9 (p.79 #9) and nominates S to read instructions. T asks Ss to work together with a partner for 5 minutes to complete exercise before listening to audio file 6.1 again to check answers. 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 T plays audio file 6.1 to check answers.

Post-Listening (14-16 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 10 (p.47 #10) and nominates Ss to read instructions. T asks Ss to work in groups to hold the meeting for 8 minutes. ICQ: Are we working in groups? [yes] ICQ: how many minutes do we have to role play? [8 minutes] T assigns groups. T sends 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.

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 look at Practice File 6 p.112 for homework. T thanks Ss again for their time, and wishes them a good day.