CLASS NAME: Intermediate level 2

LESSON # 1

LESSON SITUATION TO PRESENT: Asking polite questions in the business context at work

LANGUAGE TO PRACTICE: Embedded questions. Direct and indirect questions ( Can you
tell me… / I was wondering… / Could you remember where…). Tag questions.

STUDENT’S PRODUCTION: Simulations ( Create a role play in which an agent and a

customer are on the phone updating information on an account )

OBJECTIVES:
By the end of the lesson learners will be able to:

1. Ask polite questions in the business context at work by including a question inside
another question or statement.
2. Inquire of specific details by asking for confirmation while talking to coworkers on
checking information that they think or don’t think is true.

MATERIALS:
Powerpoint presentations
Videos
Links

Procedures ACTIVITIES DESCRIPTION Time

Notes: The instructor will upload in Edmodo some slides, videos,

and website links for students to study, practice, and learn how to
ask polite questions and how to request confirmation of information
they already know is or is not true at work.

The instructor will introduce the first situation by sharing the screen
to students so they can see a new hire who has a lot of different Day 1
questions to ask his coworker politely.
Folder
Through this first situation and guided by their instructor the
students will learn what an embedded question is through slides 2

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and 3.

Slides 4 - 5 students will analyze different situations related to

Edmodo material that they should have studied and learned during
their autonomous learning, for them to practice through slide 6
during the online session 1.

After the feedback provided by the instructor, students will read

some polite questions on slide 7, they will imagine which context
would be appropriate to ask each question and they will find out
what is the common question is included in it.

Slide 8- Students will bring their copy of “THE MARY CELESTE

MYSTERY” (Which was already posted on Edmodo) so they can
get in pairs or work in groups to read the story and make polite
questions about the missing information from the text. ( 15min)

After that students will share their answers with the whole class so
they can complete the text by using the word bank from slide 9

The instructor will recall the information learned during the last
class to continue the learning process on how to ask questions to Day 2
confirm information that they already know or don’t know it is true.

A PowerPoint presentation will be shared by the instructor: Folder

Slide 3: This is an introductory activity in which students will read a

photostory by analyzing three pictures and a dialog that help them
to identify the appropriate way to confirm true information.

Slide 4: Students will answer some questions about the text and
some formal phrases that it has.

Slide 5: There is a brief reminder about what students have

previously researched on uses and forms of tag questions.

Slide 6-7 Guide practice: Students will practice how to build

questions to ask confirmation of information that they know or don’t
know it is true.

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 Slide 8: Self- practice.

Students will make pairs or groups of three to imagine a problem

situation so they have to discuss with their colleagues to solve it by
asking polite questions and asking for confirmation about
something they think is or is not true.

By practicing how to build embedded questions and tag questions.

Debate time!
Day 3
Pre- debate
The instructor will post in Edmodo the PDF document on basic Folder
steps to elaborate arguments for a debate so the students can
analyse and practice how to participate in the online class 3 also
students will read the information from this way page and they will
look for other resources on the Vice president duties and skills.

https://www.thebalancecareers.com/what-does-a-vice-president-do-
1919123

During the class- Debate

The instructor will show a powerpoint presentation in which

students will know about what the debate is going to be about.

Production: The students will upload their script in the Edmodo in

which will be noticed the uses of embedded and tag questions.

Explanation
Autonomous
learning
https://www.youtube.com/watch?v=CzoxIVPtPgI
activity 1

Grammar in context

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 Embedded Questions

https://www.youtube.com/watch?v=PFTnn82ebr0

Tag question

https://www.youtube.com/watch?v=RpunLrghIjo

https://www.youtube.com/watch?v=8ib9brvCmwU

INTRO –
Autonomous
learning Reading - EMBEDDED https://englishpost.org/teaching-grammar-
activity 2 embedded-questions/

TAG QUESTIONS

https://www.eslbase.com/grammar/tag-questions

https://www.englishclub.com/grammar/tag-questions.htm

Edmodo Posts 1. ENGLISH FOR WORK RULES

https://drive.google.com/file/d/
1cpv4RYAKOL0FE9NvrAwQ0nijg7gZuY-z/view?usp=sharing

2. SLIDES ABOUT EMBEDDED QUESTIONS

https://drive.google.com/file/d/1vey318HfaCkqslnja7cER_ys7h3G3
Dzv/view?usp=sharing

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 -READING TEXT- MARY CELESTE Students and Instructor
Version
https://drive.google.com/file/d/14vpLG22N_9IWkQrJEMIadISiGY6D
ugUV/view?usp=sharing

3. Autonomous learning Activities

CONTROL Y ACTUALIZACIÓN DEL LESSON PLAN

Fecha Responsable actualización

15/02/2021 Instructoras Oriana Andrea Barrios Vásquez

y Andrea Fábregas

24/02/2021 Instructora Claudia P. Jiménez De la Hoz

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