Name of the Teacher Date Level of the class Length of lesson
Sanele Dlamini 20/07/2021 Advanced Level 60 Minutes
Lesson Type: Business English – Speaking Telephone Language
Lesson Topic: Speaking Telephone
- Leaving a message
- Taking a message on behalf of a colleague
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…
1) Students will be better able to speak in 1) Present Outcome: Identify form pronunciation and
business telephone English when taking a meaning of new phrases connected to speaking
message on behalf of a colleague or when over a business telephone
leaving a voicemail.
2) Practice Outcome: is putting the correct use of
2) For students to identify phrases associated with phrases and practice roleplaying on the telephone
business phone conversations in the L2 target with phone dictation activities so they can hold a
language and use them correctly. conversation.
1
, 3) Be better able to find the meaning, form and 3) Production Outcome: for students to use new
the right pronunciation of 10 key phrases used phrases correctly in a speaking activity this will
in a business telephone conversation. allow the learners to step away from their L1 and
rehearse phone conversing with pre-recorded
phone conversation.
Anticipated difficulties: Suggested solutions:
1. Students will want to go back to their L1 1. T will find a way to change the learner’s mentality
language for most of the time when roleplaying to not go back to their L1 but will constantly
or will think about it constantly. remind them to use English sentences such as
“Hello, how are you doing today?” this will make
2. Mispronunciation of words that start with “r” them continue using English words after this
and “l” because these simply don’t exist in the phrase.
Japanese language.
2. Once again here the meaning and form should be
3. Incorrect usage of phrases, making it seem introduced early. Handing out the infographic and
uncomfortable or unprofessional to the flashcard sheets, will help the student to learn the
listener. phrases much better.
3. Shy students are very difficult to help out
4. Another issue is that students will not be
sometimes, as it is a cultural default. Japanese
motivated because the motivation is extrinsic
people are great at being patient, and respectful
the boss wants them to learn English so the
towards other people as it a cultural thing and
workplace can be better and so they earn
especially harmony. So sometimes the student will
2
,money but the students will not be happy be shy when doing what they are supposed to do.
about this because so the only way is to make In overcoming this difficulty, the teacher must learn
them understand the fun behind coming here to not see this as a difficulty but rather as an
to learn. Because of this students will become advantage. T must build a relationship with
unmotivated and move back to their L1 when students and encourage them to not disagree with
dissatisfied with something. other students, but to rather give another idea to
the ones already mentioned, might be a way to
reach a shy student.
4. . Japanese people are normally indirect and
courteous so the only way to motivate them is by
doing roleplaying with them so they can get some
“oomph” to do some work and help them not go
back to their L1 and mostly some activities will get
them happy to do some work because their boss is
the one that wants them to learn English so they
can secure a better position and secure a
foundation with callers who are English.
Target Language Analysis
3
, Include an analysis of the target language you will present for your learners to complete the ‘real-life’ task you
have chosen.
● Choose your set phrases (8-12 is appropriate)
● Analyse them in a paragraph or table
● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing),
plus anything else you think is interesting
1) Phrase 1 Hello who am I speaking to on the phone?”
Form: Interjection Formal
Pronunciation: /həˈləʊ/ Hello /huː/ Who /spiːk/ Speaking /fəʊn/ Phone
Meaning: A polite way of asking about the caller?
CCQs
- how do you speak to someone?
- Whats the pronunciation of phone?
Slang 1: can we ring?
Example sentence: can I ask who I am speaking to on the phone?
2) Phrase 2 “I will let him know that you called, speak to you again soon?”
Form: A’ Verb
Pronunciation: /aɪ/ I /wɪl/ Will /Let/ Let /nəʊ/ Know /kɔːl/ called /spiːk/ Speak /tuː/ To /juː/ You /əˈɡen/
Again /suːn/ Soon
4
Sanele Dlamini 20/07/2021 Advanced Level 60 Minutes
Lesson Type: Business English – Speaking Telephone Language
Lesson Topic: Speaking Telephone
- Leaving a message
- Taking a message on behalf of a colleague
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…
1) Students will be better able to speak in 1) Present Outcome: Identify form pronunciation and
business telephone English when taking a meaning of new phrases connected to speaking
message on behalf of a colleague or when over a business telephone
leaving a voicemail.
2) Practice Outcome: is putting the correct use of
2) For students to identify phrases associated with phrases and practice roleplaying on the telephone
business phone conversations in the L2 target with phone dictation activities so they can hold a
language and use them correctly. conversation.
1
, 3) Be better able to find the meaning, form and 3) Production Outcome: for students to use new
the right pronunciation of 10 key phrases used phrases correctly in a speaking activity this will
in a business telephone conversation. allow the learners to step away from their L1 and
rehearse phone conversing with pre-recorded
phone conversation.
Anticipated difficulties: Suggested solutions:
1. Students will want to go back to their L1 1. T will find a way to change the learner’s mentality
language for most of the time when roleplaying to not go back to their L1 but will constantly
or will think about it constantly. remind them to use English sentences such as
“Hello, how are you doing today?” this will make
2. Mispronunciation of words that start with “r” them continue using English words after this
and “l” because these simply don’t exist in the phrase.
Japanese language.
2. Once again here the meaning and form should be
3. Incorrect usage of phrases, making it seem introduced early. Handing out the infographic and
uncomfortable or unprofessional to the flashcard sheets, will help the student to learn the
listener. phrases much better.
3. Shy students are very difficult to help out
4. Another issue is that students will not be
sometimes, as it is a cultural default. Japanese
motivated because the motivation is extrinsic
people are great at being patient, and respectful
the boss wants them to learn English so the
towards other people as it a cultural thing and
workplace can be better and so they earn
especially harmony. So sometimes the student will
2
,money but the students will not be happy be shy when doing what they are supposed to do.
about this because so the only way is to make In overcoming this difficulty, the teacher must learn
them understand the fun behind coming here to not see this as a difficulty but rather as an
to learn. Because of this students will become advantage. T must build a relationship with
unmotivated and move back to their L1 when students and encourage them to not disagree with
dissatisfied with something. other students, but to rather give another idea to
the ones already mentioned, might be a way to
reach a shy student.
4. . Japanese people are normally indirect and
courteous so the only way to motivate them is by
doing roleplaying with them so they can get some
“oomph” to do some work and help them not go
back to their L1 and mostly some activities will get
them happy to do some work because their boss is
the one that wants them to learn English so they
can secure a better position and secure a
foundation with callers who are English.
Target Language Analysis
3
, Include an analysis of the target language you will present for your learners to complete the ‘real-life’ task you
have chosen.
● Choose your set phrases (8-12 is appropriate)
● Analyse them in a paragraph or table
● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing),
plus anything else you think is interesting
1) Phrase 1 Hello who am I speaking to on the phone?”
Form: Interjection Formal
Pronunciation: /həˈləʊ/ Hello /huː/ Who /spiːk/ Speaking /fəʊn/ Phone
Meaning: A polite way of asking about the caller?
CCQs
- how do you speak to someone?
- Whats the pronunciation of phone?
Slang 1: can we ring?
Example sentence: can I ask who I am speaking to on the phone?
2) Phrase 2 “I will let him know that you called, speak to you again soon?”
Form: A’ Verb
Pronunciation: /aɪ/ I /wɪl/ Will /Let/ Let /nəʊ/ Know /kɔːl/ called /spiːk/ Speak /tuː/ To /juː/ You /əˈɡen/
Again /suːn/ Soon
4
