Name of the Teacher Date Level of the class Length of lesson
Aimee Elgin 18/09/2021 Advanced (C1) 60 minutes
Lesson Type: Business English – Speaking
Lesson Topic: Telephone Language
- Taking a message on behalf of a colleague
- Leaving a message
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Speak better business English when leaving a message Practiced business telephone language through a number of
and taking a message on the telephone on behalf of a speaking activities such as telephone role plays.
colleague. Correctly identified and utilized the correct meaning, form
Identify and recognize the meaning, form and and pronunciation of key words and phrases used in
pronunciation the key words and phrases used in business telephone conversations.
business telephone conversations. Used these key words and phrases in unrehearsed
conversations, scenarios and contexts. Students will have to
think on their feet and be able to practice acting
professionally during a professional telephone conversation.
Anticipated difficulties: Suggested solutions:
1. Certain sounds such as the ‘th’ sound which are 1. Teacher to model the correct pronunciation of the ‘th’
1
, articulated at the front of the mouth are quite sound and get the students to practice the correct
challenging for Japanese speakers. This could mean technique through using the front of the mouth. Drilling can
words such as the or this could be mispronounced be used on key words and phases with encouragement and
resulting in the wrong meaning/incorrect message praise also provided for correct pronunciation. Regular
being given across. Similarly, certain letters present in practice on the diction of key words and phrases as well as
the English language such as L and R (which does not regular motivation of the students to use the newly learned
exist in the Japanese language) may also result in words language. Concept checking questions can be asked
such as please or help being mispronounced. throughout the lesson. In addition, example sentences can
be provided which include the key words and phrases to
2. Students in the company have had to attend the course enable students to better understand the English form.
of lessons which have been paid for by their employer. Activities that chorus pronunciation of the target grammar
As a result, the students might not want to necessarily can be included making sure the students are able to pay
be attending the lessons, lack motivation and not want close attention to the speech and diction of the targeted
to engage in the activities. grammar.
2. We can ensure that tasks are fun and engaging to keep all
3. Although the students work for the same company they students motivated in the lesson. Incorporate a range of
work in different departments. Due to this, the activities into the lessons that encourage all students to
students may be reluctant to engage in group tasks collaborate and work together. Include lots of different
with individuals they do not know very well. Students games and activities to keep the students engaged. Could
may also not be willing to speak up in front of the class also incorporate a reward/merit system into lessons to
in case they make a mistake, cause disruption or share maintain student motivation.
an opinion that is different from the group (differs from
the culture of Japan). 3. Incorporate icebreakers into the lesson to encourage
student to get to know each other. Incorporate a range of
activities into the lessons that encourage all students to
collaborate and work together. Teacher to view Japanese
culture and beliefs as an advantage which could also be
incorporated into lessons in a positive and beneficial way to
2
, support learning. Encouraging students to build on the ideas
of their fellow class members, focusing on group-based
tasks alongside continuing to build relationships with the
students can help overcome this challenge.
Target Language Analysis
Include an analysis of the target language you will present in order 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
Language (key Meaning, function/use Concept Checking Pronunciation
word/phrase) Questions
Good morning / Good Making initial contact. Formal What phrases can be used to [ɡʊd ˈmɔːnɪŋ / ɡʊd ɑːftə
afternoon (insert name of exclamation to begin a telephone ˈnuːn haʊ meɪ ʌɪ hɛlp juː?]
company) how may I help introduce/begin the conversation?
you? telephone conversation What phrases can be used to
followed by polite enquiry for offer assistance to the
potential assistance? individual on the other end of
the telephone? Which of
these phrases is most
suitable for use in a business
environment?
3
Aimee Elgin 18/09/2021 Advanced (C1) 60 minutes
Lesson Type: Business English – Speaking
Lesson Topic: Telephone Language
- Taking a message on behalf of a colleague
- Leaving a message
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Speak better business English when leaving a message Practiced business telephone language through a number of
and taking a message on the telephone on behalf of a speaking activities such as telephone role plays.
colleague. Correctly identified and utilized the correct meaning, form
Identify and recognize the meaning, form and and pronunciation of key words and phrases used in
pronunciation the key words and phrases used in business telephone conversations.
business telephone conversations. Used these key words and phrases in unrehearsed
conversations, scenarios and contexts. Students will have to
think on their feet and be able to practice acting
professionally during a professional telephone conversation.
Anticipated difficulties: Suggested solutions:
1. Certain sounds such as the ‘th’ sound which are 1. Teacher to model the correct pronunciation of the ‘th’
1
, articulated at the front of the mouth are quite sound and get the students to practice the correct
challenging for Japanese speakers. This could mean technique through using the front of the mouth. Drilling can
words such as the or this could be mispronounced be used on key words and phases with encouragement and
resulting in the wrong meaning/incorrect message praise also provided for correct pronunciation. Regular
being given across. Similarly, certain letters present in practice on the diction of key words and phrases as well as
the English language such as L and R (which does not regular motivation of the students to use the newly learned
exist in the Japanese language) may also result in words language. Concept checking questions can be asked
such as please or help being mispronounced. throughout the lesson. In addition, example sentences can
be provided which include the key words and phrases to
2. Students in the company have had to attend the course enable students to better understand the English form.
of lessons which have been paid for by their employer. Activities that chorus pronunciation of the target grammar
As a result, the students might not want to necessarily can be included making sure the students are able to pay
be attending the lessons, lack motivation and not want close attention to the speech and diction of the targeted
to engage in the activities. grammar.
2. We can ensure that tasks are fun and engaging to keep all
3. Although the students work for the same company they students motivated in the lesson. Incorporate a range of
work in different departments. Due to this, the activities into the lessons that encourage all students to
students may be reluctant to engage in group tasks collaborate and work together. Include lots of different
with individuals they do not know very well. Students games and activities to keep the students engaged. Could
may also not be willing to speak up in front of the class also incorporate a reward/merit system into lessons to
in case they make a mistake, cause disruption or share maintain student motivation.
an opinion that is different from the group (differs from
the culture of Japan). 3. Incorporate icebreakers into the lesson to encourage
student to get to know each other. Incorporate a range of
activities into the lessons that encourage all students to
collaborate and work together. Teacher to view Japanese
culture and beliefs as an advantage which could also be
incorporated into lessons in a positive and beneficial way to
2
, support learning. Encouraging students to build on the ideas
of their fellow class members, focusing on group-based
tasks alongside continuing to build relationships with the
students can help overcome this challenge.
Target Language Analysis
Include an analysis of the target language you will present in order 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
Language (key Meaning, function/use Concept Checking Pronunciation
word/phrase) Questions
Good morning / Good Making initial contact. Formal What phrases can be used to [ɡʊd ˈmɔːnɪŋ / ɡʊd ɑːftə
afternoon (insert name of exclamation to begin a telephone ˈnuːn haʊ meɪ ʌɪ hɛlp juː?]
company) how may I help introduce/begin the conversation?
you? telephone conversation What phrases can be used to
followed by polite enquiry for offer assistance to the
potential assistance? individual on the other end of
the telephone? Which of
these phrases is most
suitable for use in a business
environment?
3
