BEC – Business Speaking Lesson (60′)

This lesson was planned to meet my dear BEC candidates’ needs. Since it takes 60′, it is a very objective and ‘straight to the point’ lesson. This lesson was based on the Speaking BEC Higher paper.

Material used: 

PPT File: BEC HIGHER Speaking Test

Videos & Links: 

1) Understanding Brazil’s Import-Export Market

 2) How advertising in Brazil is

https://www.youtube.com/results?search_query=how+is++Advertising+in+Brazil

3) BEC Higher Speaking Exam Sample

4) BEC Higher Exam format

http://www.cambridgeenglish.org/exams-and-tests/business-higher/exam-format/ 

[Slide 1] 

1. Introducing the topic of the lesson

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check if students have questions/ understood the topic of the lesson.
  • Feedback: If necessary
  • Steps: –

[Slide 2] 

business-success

2. Warm-up – more controlled practice (based on the Interview part of the Exam – Part I).

  • Interaction: T-SS / S-SS / SS-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, takes notes of the students’ contributions – to be used next.
  • Feedback: Teacher boards important items, such as good language produced, items to improve, keywords. Below you have my board work for this step.
  • Steps: A) Students are going to answer the questions on the board with their peers. B) After that, the teacher is going to provide feedback and C) then the students are going to share with the whole group.
  • Reflection upon this decision: I displayed the feedback (board) before the students could share their answers/views with the whole group so they would be aware of the use of the keywords and the new vocabulary

Questions to be discussed:

1. How would you go about describing your work, if asked to?

2. Do you have a study plan for the next 4 years? If so, what is the outline of that plan? If not, pinpoint some of your aspirations, study-wise.

3. What are your professional ambitions?

Board work:

I have decided to divide the board into four squares:

1st – Focus on Formal and Informal genres since this is a Business Exam. The highlighted words are supposed to be changed. Candidates came up with: “I  would start describing my job routine as…” and simply not using “guess, think or believe” or to use the Passive Structures “It’s said / It’s highly believed / It’s generally known that…”

2nd – Focus on the great use of the phrase “What strikes the right balance between … is/was …” and then I elicited other similar phrases.

3rd – Focus on the keywords that came up from their answers/conversation.

4th – Focus on collocations: Here you can either have “pass” + “along”/”on” or “to convey your knowledge”. The idea was to enrich the question. 

Board work BEC Speaking

[Slides 3 & 4] 

import export Brazil

3. Testing Import-Export and Advertising in Brazil Knowledge – more controlled practice (based on the Interview part of the Exam – Part I).

  • Interaction: T-SS / S-SS / SS-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, takes notes of the students’ contributions – to be used next.
  • Feedback: Teacher boards important items, such as good language produced, items to improve, keywords. 
  • Steps: A) Students are going to read the question on the board first, watch the video next and then answer the questions on the board with their peers. B) After that, they share it with the whole group C) feedback.

Questions: 

1. Do you know what are Brazil’s ‘Imports’ or ‘Exports’?

2. What would you say is the importance of ‘Imports’ and ‘Exports’ to Brazil?

3. How does advertising work in Brazil?

4. What would you say are the effects that advertising has on people in Brazil?

[Slides 5 & 6] 

business-man-listening-to-woman-with-load-hailer-300x200

 

5. Making short presentations – freer practice (based on the long-turn part of the exam – Part II)

  • Interaction: T-SS / S-SS / SS-SS
  • Timing: 15′
  • Monitoring: Teacher walks around the room, takes notes of the students’ contributions – to be used next.
  • Feedback: Teacher boards important items, such as good language produced, items to improve, keywords.
  • Steps: A) Each candidate will be given 3 choices of topics to be shortly presented in 2 minutes (1 minute on the BEC HIGHER EXAM). The handouts are given at the same time. B) Each candidate will have 5 (1 minute on the BEC HIGHER EXAM)  minutes to prepare and they are allowed to take notes. C) After they finish their presentation the other candidate will ask questions (another 2′) – (30 seconds on the BEC HIGHER EXAM).

Tasks:

BEC 1BEC 2

[Slide 7]

business_entities_labi 

7. Problem-solving – free practice (based on the collaborative part of the exam – Part III).

  • Interaction: T-SS / S-SS / SS-SS
  • Timing: 20′
  • Monitoring: Teacher walks around the room, takes notes of the students’ contributions – to be used next.
  • Feedback: Teacher boards important items, such as good language produced, items to improve, keywords.
  • Steps: A) Candidates will be asked to discuss something together. They will have 1′ (30 seconds on the BEC HIGHER EXAM) to read the task carefully. B) And then 10’ (3′ seconds on the BEC HIGHER EXAM) to discuss and decide about it together. C) Candidates should give reasons for their decisions, opinions, and choices. Here they don’t take notes.

Task:

BEC 3

[Slide 8]

8. Revisit the topic of the lesson and organize the vocabulary acquired – 3′.

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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