Name of the Teacher Date Level of the class Length of lesson
Peter pan 17/03/2022 C1- Advanced 60 Minutes
Lesson Type:
Speaking
Lesson Topic:
Telephone language - 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…
Successfully use telephonic conversation Practiced telephonic conversation taking and
vocabulary and phrases to receive or give a leaving a message.
message on behalf of a colleague. Learned telephonic phrases
Withdraw information from a telephonic Improved pronunciation and vocabulary over the
conversation and converse in business English. phone.
Speak more Fluently and accurately using How to handle unforeseen issues.
better pronunciation, grammar and vocabulary.
Use grammatical structures better.
1
,Anticipated difficulties: Suggested solutions:
1. Being that the students are older than I am 1. Remain confident in your teachings as the students
they might think they know everything. are there for a reason and in time, they will realize
their faults or what they don’t know and ask you
2. Students are being made to learn (extrinsic) so what they want to know in that way their
motivations are different some might be less weaknesses are not pointed out but found out by
motivated than others. themselves avoiding embarrassment to the
students.
3. Students come from different departments in
the same compony so some might feel more 2. Keep the lessons interesting and engaging
“experienced” than others or some might feel
less confident. 3. If this arises, I will pair more confident students
with less confident ones so they can help each
other reach their goals or one can put the more
confident students in the less dominant roles of the
class lessons and bring the less confidant forward
helping them more and encouraging them.
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.
2
, ● 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
Phrase Meaning Function/use Phonetics CCQ’s
Could I speak Can you please Making kʊd aɪ spiːk - Is this phrase
to ......... please? connect me to the contact/connection tuː ......... pliːz? introducing
person I’m looking yourself?
for? - Are you
asking to be
connected to
a specific
person?
Please may I ask Name of the person Information pliːz meɪ aɪ ɑːsk huː - Do they want
who is calling? calling ɪz ˈkɔːlɪŋ? to know your
name?
- Are they
asking what is
the call-in
connection
with?
I'm calling on behalf Name of the Information aɪm ˈkɔːlɪŋ ɒn bɪ - Are they
of … compony ˈhɑːf ɒv … asking about
Enterprises. ˈɛntəpraɪzɪz . the person or
3
Peter pan 17/03/2022 C1- Advanced 60 Minutes
Lesson Type:
Speaking
Lesson Topic:
Telephone language - 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…
Successfully use telephonic conversation Practiced telephonic conversation taking and
vocabulary and phrases to receive or give a leaving a message.
message on behalf of a colleague. Learned telephonic phrases
Withdraw information from a telephonic Improved pronunciation and vocabulary over the
conversation and converse in business English. phone.
Speak more Fluently and accurately using How to handle unforeseen issues.
better pronunciation, grammar and vocabulary.
Use grammatical structures better.
1
,Anticipated difficulties: Suggested solutions:
1. Being that the students are older than I am 1. Remain confident in your teachings as the students
they might think they know everything. are there for a reason and in time, they will realize
their faults or what they don’t know and ask you
2. Students are being made to learn (extrinsic) so what they want to know in that way their
motivations are different some might be less weaknesses are not pointed out but found out by
motivated than others. themselves avoiding embarrassment to the
students.
3. Students come from different departments in
the same compony so some might feel more 2. Keep the lessons interesting and engaging
“experienced” than others or some might feel
less confident. 3. If this arises, I will pair more confident students
with less confident ones so they can help each
other reach their goals or one can put the more
confident students in the less dominant roles of the
class lessons and bring the less confidant forward
helping them more and encouraging them.
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.
2
, ● 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
Phrase Meaning Function/use Phonetics CCQ’s
Could I speak Can you please Making kʊd aɪ spiːk - Is this phrase
to ......... please? connect me to the contact/connection tuː ......... pliːz? introducing
person I’m looking yourself?
for? - Are you
asking to be
connected to
a specific
person?
Please may I ask Name of the person Information pliːz meɪ aɪ ɑːsk huː - Do they want
who is calling? calling ɪz ˈkɔːlɪŋ? to know your
name?
- Are they
asking what is
the call-in
connection
with?
I'm calling on behalf Name of the Information aɪm ˈkɔːlɪŋ ɒn bɪ - Are they
of … compony ˈhɑːf ɒv … asking about
Enterprises. ˈɛntəpraɪzɪz . the person or
3
