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Students: upper-intermediate
adult learners, whose native language is Russian Lesson purpose
Developing listening skills (text Bad Manners); Developing reading skills (text Must One Be So Polite
That It Hurts? (GT); Developing communication skills – business etiquette; Grammar - revision of modal verbs of obligation; Vocabulary - focus on idioms, incorporating isolated
idioms into meaningful context Lesson objectives
By the end of the lesson, the students will be able to:
-make notes, briefly recording key points;
-introduce themselves to strangers and feel comfortable
meeting people; -discuss rules of behavior and manners in different
countries (Russia, England, USA, Japan); -make an oral presentation to the class about manners
based upon sites reviewed
Materials
- Focus on Advanced English CAE by Sue O’Connell (Textbook,
Unit 9) - Essential Idioms in English by Robert J Dixson (Textbook,
Lesson 5) - videotape about manners - VCR Procedures
1. The teacher plays a videotape with five situations-examples
of behavior, which might be considered to be bad manners. When the
teacher plays the video for the first time, it is without sound. After
the video presentation, the students brainstorm what they think is
happening during each situation. The teacher writes the comments on the
board. Then the students watch the video again, with sound. Afterwards,
they compare their ideas with what really happened. The similarities and
differences are discussed. Students discuss the reasons why their list
was different from the actual situations. Teacher and students discuss
the skill of introducing oneself. Students practice a ritual of
introduction in pairs. 2. The class is divided into three groups. The teacher
explains the task: each group is going on a business trip to different
countries (group 1 - to Japan, group 2 – to Great Britain, group 3 –
to USA). Each group
explores one site suggested by the teacher: group 1 - http://www.cyborlink.com/besite/japan.htm group 2 – http://www.cyborlink.com/besite/united_kingdom.htm group 3 – http://www.cyborlink.com/besite/us.htm In groups students prepare a
short oral report on differences in business etiquette between their
native country (Russia) and the country of their business trip
destination. One person from the group reports in front of the class,
while two more students from the same group choose and play one
situation they found most interesting and unusual (also in front of the
class). 3. Reading the text Must One Be So Polite That It
Hurts? 4. Text discussion. 5. Revision of grammar (modals) and vocabulary (idioms).
Students do online exercises at http://tinyurl.com/2jodp and http://akhmanova.rbcmail.ru/manners.htm 6. Follow-up. As a home task students write an essay
for Business Etiquette Guide choosing any country they like. They can
use any information they find in the Internet or any other paper sources.
The students also visit http://www.executive-protocol.com/etiquettequiz.htm
where they do the suggested quiz and compose a similar quiz based on the
information they found for their essay. Discussion questions
1. If you were going to live abroad, what aspects of
manners and social behavior would you consider it most important to know
about? (suggestions: dress code for different occasions, useful gestures
and gestures to avoid, table manners, handling business cards, choosing
suitale gifts) 2. What would it be good manners to do in the following
situations:
Assessments
Evaluation is ongoing throughout the lesson. The
teacher observes how the students interact in groups, taking note of
their strengths and weaknesses. She checks to see if the students are
using all four skills - reading, writing, speaking, and listening. If
any skill is presenting difficulty, the lesson should be adjusted to
focus on that particular skill. Each activity can also be evaluated.
During the introduction activity, the teacher circulates throughout the
classroom, observing students and listening to the way they use the
clishe-phrases and topic vocabulary. Evaluation of the oral presentation
is based on the way the presentation sounds. The home task is evaluated
taking into account the students’ writing skills, the ability to find
necessary information and using logic skills composing the quiz. The
lesson plan is a flexible outline that can be changed depending on the
students' needs and interests. Web links
http://www.cyborlink.com/besite/japan.htm
http://www.cyborlink.com/besite/russia.htm http://www.cyborlink.com/besite/united_kingdom.htm http://www.cyborlink.com/besite/us.htm http://www.executive-protocol.com/etiquettequiz.htm |
Dafne Gonzalez
May, 2004