Business: Smiling in Communication (C1 CEFR) 60′

This lesson was planned for a C1 (CEFR) student who had a crucial Business Presentation coming. With this lesson, I wanted to show how important a smile is. The work on vocabulary in context and the follow-up are personalised tasks. I would also like to mention the gracious Marcela Cintra, who met me on the 16th BRAZ-TESOL in Caxias do Sul and said that: “the elegance is in the smile of the holder, not in his/her clothes”. P.s. I truly admire your work and you as a person. 

Material used:

Video: https://www.youtube.com/watch?v=f8OmSWxF6h8

BBC article: Smiling

Taken and adapted from http://www.bbc.com/future/story/20180619-the-people-who-cannot-smile 

PPT file: Smiling in communication

[Slide 1]

  1. Introducing the topic of the lesson
  • Interaction: T-Ss
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: If they are not, explain the meaning of the topic of the lesson.
  • Steps: 1) Show the topic. 2) Elicit how important smiling in communication is, especially in business presentations, phone calls, and meetings. 

 

[Slides 2 & 3]

2. Setting the scene 

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 5′
  • Monitoring: While the video is playing the teacher stands still so students can grasp the most of the video. 
  • Feedback: Clarify why you are using this video if need be (This is to show students how contagious a smile is). 
  • Steps: The question to students is: Can you watch this without smiling?

[Slide 4]

3. Reading 1 – Brainstorming or Pre-Reading

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room and checks whether students need any help. Listen intently to student’s contributions and
  • Feedback: Board any relevant vocabulary. Work on pronunciation as well. 
  • Steps: The teacher shows the students the title of the article which is: ‘The people who cannot smile’. The teacher tells students they are going to read a BBC article shows the importance of smiles and also talks about people who cannot smile. They have to talk in pairs or trios about: What words do you think the article will present and why are there some people who cannot smile? The teacher checks and boards relevant aspects and the words the students will mention.

 4. Reading 2 – Skimming (reading for general information and usually faster)

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 5′
  • Monitoring: Teacher walks around the room and checks whether students need any help. Listen intently to student’s contributions and
  • Feedback: Board any relevant vocabulary. Work on pronunciation as well. 
  • Steps: The teacher tells students not to worry about the bold words yet. Students are going to skim through the article and check whether they were right (according to the previous step).

 

[Slides 5 & 6]

5. Reading 3 – Scanning (reading for more detailed information and it usually takes more time)

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 15′
  • Monitoring: Teacher walks around the room and checks whether students need any help. 
  • Feedback: Work on vocabulary and pronunciation – board relevant information. 
  • Steps: Students are now going to use the bold words in the article and work on vocabulary. After students talk on their own for 5′, show slide 5 with definitions to choose from (out of order). Slide 6 contains the answers. 

hook into
pucker
limber up
whisk away
baffle
remnant
deem

[Slide 7]

5. Reading 4 – Working on vocabulary in context  (from the article). 

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room and checks whether students need any help. 
  • Feedback: Work on vocabulary and pronunciation – board relevant information. 
  • Steps: Students are now going to use the vocabulary in context. They will have 2′ to read the sentences individually and talk to their pairs if the sentences are true or false.

1) When I am alone, I often hook my index fingers into each side of my mouth to force smiles.

2) I make facial exercises, daily limbering up the muscles of my face.

3) I am always baffled by people’s easiness to make new friends.

4) When there is only silence remnant, I take the opportunity to fall into reveries.

5) I deem that I usually feel safer when people smile at me.

[Slide 8]

5. Reading 5 – Follow-up questions (using vocabulary from the article). 

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 7′
  • Monitoring: Teacher walks around the room and checks whether students need any help. 
  • Feedback: Work on vocabulary and pronunciation – board relevant information. 
  • Steps: Follow-up – more personal questions

1) When you have an important meeting in English do you tend to want to whisk away or do you try to muster the courage to participate and do your best?

2) Also during meetings, what baffles you the most? Why?

3) How important is smiling in communication?

[Slide 9]

6. Revisiting the topic of the lesson

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 2′
  • Monitoring: Check if students have any questions. 
  • Feedback: —
  • Steps: Ask students to make a mental list of the words and phrases they have just acquired and use this at the beginning of the next lesson to recycle vocabulary. 
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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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