Name of the Teacher Date Level of the class Length of lesson
Sarah 02/01/2026 Upper-intermediate (B2) 60 minutes
Lesson Type:
Business English
Lesson Topic:
Topic 1: Speaking: Hosting a Meeting:
Hosting and Engaging in a meeting with culturally diverse individuals by focusing on Key Meeting Stages and
Terminology.
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able By the end of the lesson, students will have…
to…
Correctly identify and practise using English language Discussed potential challenges they can expect to face in an
specifically associated with hosting a business intercultural meeting; practised functional phrases based
meeting, covering the stages of the meeting in on the lesson topic; engaged in an English business meeting
Standard English that is suitable for engaging with non- role-play with fellow class-mates in a way that could be
native English speakers from diverse cultural practically applied to any international business meeting.
backgrounds.
Speaking Subskills:
Pronunciation, vocabulary, grammar, fluency, register
and interactive skills.
1
,Anticipated difficulties: Suggested solutions:
Anticipate difficulties both in relation to the learners
and their L1/age/level and to the subskills and target
language
1. I researched common challenges that Japanese 1. It is advised not to place too much stress on the
speakers experience when they are speaking students over their grammar challenges as many of
English. One of the most common challenges is them can struggle with these challenges for years,
the placement of verbs in the sentence, which in even when very proficient in English. To try and
Japanese frequently are at the end of the support there will be included a brief refresher of
sentence, for example they may say, “I to the the phonemes and phonetic chart with a few
meeting go”, as well as confusion of the letters examples of sentences likely to be used in meetings.
“l” and “r”, for example they may struggle with
words like “right”, “listen”, “repeat”,
“recognise” etc.
2. I researched potential challenges that can arise 2. It will be important for the English lessons to include
between Japanese English speakers and lots of opportunities for the Japanese students to
speakers from other nationalities or first- practise speaking. They have already been
language English speakers. One of the common participating in these lessons for 3 months and have
challenges is that Japanese English speakers hopefully already grown in confidence significantly.
tend to be quieter and more reserved, which is This lesson will include a role-play activity as the key
considered respectful, as opposed to other focus, as well as an introductory discussion. Both
nationalities and/or native English speakers. activities support the need for Japanese students to
This can pose a potential problem in a business
2
, meeting scenario with culturally diverse vocally and verbally practise their English grammar
individuals as Japanese students may refrain skills in preparation for business meeting scenarios.
from contributing or engaging actively.
3. Upon reading the brief I noticed that this lesson 3. To encourage all students to speak as much as
group consists of slightly more males than possible for their business English practise, I will
females. There is a possibility that the female group the role-play activities according to gender
Japanese students may avoid speaking out of initially, with groups of 2, 3 and 4 and allow students
fear of appearing disrespectful, or may feel a the opportunity to change groups once their
little intimidated in the role-play activities. confidence in the activity is growing.
4. The origins of the Japanese language are very
4. During the language analysis, emphasis will be
different from other European languages. Due
placed on tricky phrases, giving careful examples
to this fact, it could arise that Japanese students
and explanations.
struggle with Japanese to English translations,
such as for example with phrasal verbs.
Target Language Analysis
Include an analysis of the target language you will present for your learners to complete the ‘real-life’ task you have
chosen.
3
Sarah 02/01/2026 Upper-intermediate (B2) 60 minutes
Lesson Type:
Business English
Lesson Topic:
Topic 1: Speaking: Hosting a Meeting:
Hosting and Engaging in a meeting with culturally diverse individuals by focusing on Key Meeting Stages and
Terminology.
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able By the end of the lesson, students will have…
to…
Correctly identify and practise using English language Discussed potential challenges they can expect to face in an
specifically associated with hosting a business intercultural meeting; practised functional phrases based
meeting, covering the stages of the meeting in on the lesson topic; engaged in an English business meeting
Standard English that is suitable for engaging with non- role-play with fellow class-mates in a way that could be
native English speakers from diverse cultural practically applied to any international business meeting.
backgrounds.
Speaking Subskills:
Pronunciation, vocabulary, grammar, fluency, register
and interactive skills.
1
,Anticipated difficulties: Suggested solutions:
Anticipate difficulties both in relation to the learners
and their L1/age/level and to the subskills and target
language
1. I researched common challenges that Japanese 1. It is advised not to place too much stress on the
speakers experience when they are speaking students over their grammar challenges as many of
English. One of the most common challenges is them can struggle with these challenges for years,
the placement of verbs in the sentence, which in even when very proficient in English. To try and
Japanese frequently are at the end of the support there will be included a brief refresher of
sentence, for example they may say, “I to the the phonemes and phonetic chart with a few
meeting go”, as well as confusion of the letters examples of sentences likely to be used in meetings.
“l” and “r”, for example they may struggle with
words like “right”, “listen”, “repeat”,
“recognise” etc.
2. I researched potential challenges that can arise 2. It will be important for the English lessons to include
between Japanese English speakers and lots of opportunities for the Japanese students to
speakers from other nationalities or first- practise speaking. They have already been
language English speakers. One of the common participating in these lessons for 3 months and have
challenges is that Japanese English speakers hopefully already grown in confidence significantly.
tend to be quieter and more reserved, which is This lesson will include a role-play activity as the key
considered respectful, as opposed to other focus, as well as an introductory discussion. Both
nationalities and/or native English speakers. activities support the need for Japanese students to
This can pose a potential problem in a business
2
, meeting scenario with culturally diverse vocally and verbally practise their English grammar
individuals as Japanese students may refrain skills in preparation for business meeting scenarios.
from contributing or engaging actively.
3. Upon reading the brief I noticed that this lesson 3. To encourage all students to speak as much as
group consists of slightly more males than possible for their business English practise, I will
females. There is a possibility that the female group the role-play activities according to gender
Japanese students may avoid speaking out of initially, with groups of 2, 3 and 4 and allow students
fear of appearing disrespectful, or may feel a the opportunity to change groups once their
little intimidated in the role-play activities. confidence in the activity is growing.
4. The origins of the Japanese language are very
4. During the language analysis, emphasis will be
different from other European languages. Due
placed on tricky phrases, giving careful examples
to this fact, it could arise that Japanese students
and explanations.
struggle with Japanese to English translations,
such as for example with phrasal verbs.
Target Language Analysis
Include an analysis of the target language you will present for your learners to complete the ‘real-life’ task you have
chosen.
3
