New lesson plan: Building Resilience Through Competition

yousra ferchichi

Building Resilience Through Competition - B1 / B1+ / B2 level

Building Resilience Through Competition
B1 / B1+ / B2 level

Description

In this lesson, students will learn about the meaning of a growth mindset, competition, and how to navigate challenges through resilience. They will write two emails dealing with competition.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of competition and resilience in the context of business

Subsidiary Aims

To provide product writing practice of a e-mail in the context of business competition and resilience

Procedure (45-69 minutes)

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

- The teacher posts the PPT of the lesson on GC so that ss will be able to edit and work on the tasks synchronously as part of the blended learning approach. - After signing up to mentimeter.com, the teacher asks students to type the code to brainstorm words related to the following question: Can you think of a challenge you faced in your life that turned out to be a blessing in disguise? - A word has been created following this activity and will be used to pre-teach vocabulary related to the unit.

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

- The students watch a video to be exposed to the growth mindset concept. - The teacher elicits meaning and guides ss through CCQs. - The students discern the difference between a growth mindset & fixed mindset as an output from the video.

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

- Part of pre-teaching vocabulary, students read the text on slides (14-15-16). - The teacher checks understanding through CCQs about the different types of competition.

Semi-guided practice (8-10 minutes) • To check understanding of the different types of competition

- Inquiry into a business competition: The teacher requests ss to conduct a web search, choose one example and provide logos juxtaposed to each other by adding a caption to describe the competition. Learners should follow the example provided for them. (slide 17)

Clarification (8-15 minutes) • To concept check and prepare students for more meaningful practice

- The teacher clarifies the difference between competition and concurrence. (slide 19) A competition is a situation in which someone is trying to win something or be more successful than someone else. Vs. Concurrence is a situation in which things or events happen or exist at the same time - The instructor introduces ss to the importance of professional ethics for a healthy competition. (slide 20) - Students will be exposed to two different types of email where they have to differentiate between formal, informal, polite, and impolite requests in emails. - Students are exposed to the anatomy of an email. (slides 23-26)

Guided Practice (8-10 minutes) • To concept check further and prepare students for free practice

- Students complete two tasks related to email opening and ending. (slides 27-28-29)

Exposure to the case studies (8-15 minutes) • To draw students' attention to the specific case studies

- The teacher plays the video tackling how to align AI systems with human intent and asks ss to answer the following questions: Reflection Questions: ChatGPT Vs. Google business competition Do you think ChatGPT follows an ethical framework for generating content using AI? In which ways do you think ChatGPT out skills Google in generative content? What are the probable consequences of introducing more AI technology into the business field? Can you think of a prospective scenario in which ChatGPT can be employed within a company?