Name of the Teacher Date Level of the class Length of lesson
Amy 21.02.23 Advanced 60 mins
Lesson Type: Speaking Skills – Business English
Lesson Topic:
Telephone Language
➢ Leaving a voicemail
➢ 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…
➢ Correctly identified the meaning, form and pronunciation of
new telephonic English language items associated with
➢ To speak using business telephone English when
business conversations when leaving a voicemail and taking a
taking a message on behalf of a colleague or when
message on behalf of a colleague.
leaving a voicemail.
➢ Improved their self-confidence and self-esteem, by employing
➢ To recognize and comprehend the telephone language
and practicing the new telephonic English phrases in role
used in business conversations in the (L2) and utilize it
plays, dialogue, and worksheet exercises, placing an emphasis
appropriately in a formal and professional setting.
on accuracy and professionalism during a business phone
conversation.
➢ To fluently communicate with international clients using
the correct telephone language and to glean key details of
➢ Enhanced their level of English, telephone skills and the
information from a business phone conversation.
quality of communication with international clients by being
exposed to authentic material.
, ➢ Gained knowledge on how to handle unforeseen difficulties
that are beyond their control such as connectivity issues.
Anticipated difficulties: Suggested solutions:
1. Due to the monolingual nature of the class, students may 1. At the start of the lesson, establish a set of rules, one of which
be inclined to revert to their L1 when they run into is that students are expected to speak only English, and
problems or encounter difficult material. explain to them why this is beneficial to their language
acquisition. Remind students respectfully and kindly if they
2. Because of the age difference between the students, start using their L1 again.
senior and junior employees may be learning in the same
group. The senior member may feel uncomfortable 2. Use the needs analysis at the start of the class to tailor the
participating as they don’t know very much, or the junior lessons to your students’ needs and remind the students that
members might worry about participating with the making errors is an integral part of the language acquisition
seniors. This is especially true when the students are process. If a student makes a mistake, the teacher will write it
asked to share opinions related to working at their down and discuss it with the class or individually. This should
company. boost student confidence and keep any student from being
singled out.
3. Given that the student's motivation is extrinsic, since they
are being compelled to learn English by their employer, 3. Inform the students that these lessons should be seen
they may not be particularly motivated and may feel positively since they are meant to help them develop,
uninterested or lack excitement. progress, and boost their self-confidence and self-esteem.
Include energizer exercises and connect the lessons to real-
4. Due to the predominance of men in this class, some world situations, to keep the lessons fun and interesting.
female students may feel intimidated and lack the
4. The use of whole-class teaching can assist in eliminating
confidence to speak in front of their peers, which may
barriers between male and female students. Encouraging
lead to participation issues.
, collaboration helps to break the ice and get rid of gender bias
5. Some of the telephone language may be difficult for in the classroom.
students to pronounce since Japanese speakers 5. As students must be professional and courteous when
sometimes confuse the /r/ and /l/ sounds because they are speaking on the phone, telephone language sounds differ from
unable to distinguish between the two sounds. This may those used in regular conversations. To assist struggling
have an impact on how they pronounce phrases like "ring students, emphasize pronunciation when teaching new
up" and "please". phrases using chorus drills, the phonemic script, and over-
exaggerated mouth movements.
Target Language Analysis
Language Item Meaning Function Pronunciation CCQs
➢ Can you use this
1. Let me transfer you to This phrase is used to Redirecting calls /let//miː/ phrase when you
[name]’s extension. redirect (transfer) a phone
/trænsˈfɜː(r)//juː/
can fulfill the
call to the appropriate caller’s request?
person when you receive /tu/ ___ /ɪkˈstenʃn/ (No)
a call from someone with ➢ Is the caller going
a query or request you to talk to you or
cannot answer or fulfill. someone else?
(Someone else)
You can transfer the call
to the office employee
who can aid the caller if
you have their extension
number. Extensions are
office phone lines for
individuals or department.
Amy 21.02.23 Advanced 60 mins
Lesson Type: Speaking Skills – Business English
Lesson Topic:
Telephone Language
➢ Leaving a voicemail
➢ 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…
➢ Correctly identified the meaning, form and pronunciation of
new telephonic English language items associated with
➢ To speak using business telephone English when
business conversations when leaving a voicemail and taking a
taking a message on behalf of a colleague or when
message on behalf of a colleague.
leaving a voicemail.
➢ Improved their self-confidence and self-esteem, by employing
➢ To recognize and comprehend the telephone language
and practicing the new telephonic English phrases in role
used in business conversations in the (L2) and utilize it
plays, dialogue, and worksheet exercises, placing an emphasis
appropriately in a formal and professional setting.
on accuracy and professionalism during a business phone
conversation.
➢ To fluently communicate with international clients using
the correct telephone language and to glean key details of
➢ Enhanced their level of English, telephone skills and the
information from a business phone conversation.
quality of communication with international clients by being
exposed to authentic material.
, ➢ Gained knowledge on how to handle unforeseen difficulties
that are beyond their control such as connectivity issues.
Anticipated difficulties: Suggested solutions:
1. Due to the monolingual nature of the class, students may 1. At the start of the lesson, establish a set of rules, one of which
be inclined to revert to their L1 when they run into is that students are expected to speak only English, and
problems or encounter difficult material. explain to them why this is beneficial to their language
acquisition. Remind students respectfully and kindly if they
2. Because of the age difference between the students, start using their L1 again.
senior and junior employees may be learning in the same
group. The senior member may feel uncomfortable 2. Use the needs analysis at the start of the class to tailor the
participating as they don’t know very much, or the junior lessons to your students’ needs and remind the students that
members might worry about participating with the making errors is an integral part of the language acquisition
seniors. This is especially true when the students are process. If a student makes a mistake, the teacher will write it
asked to share opinions related to working at their down and discuss it with the class or individually. This should
company. boost student confidence and keep any student from being
singled out.
3. Given that the student's motivation is extrinsic, since they
are being compelled to learn English by their employer, 3. Inform the students that these lessons should be seen
they may not be particularly motivated and may feel positively since they are meant to help them develop,
uninterested or lack excitement. progress, and boost their self-confidence and self-esteem.
Include energizer exercises and connect the lessons to real-
4. Due to the predominance of men in this class, some world situations, to keep the lessons fun and interesting.
female students may feel intimidated and lack the
4. The use of whole-class teaching can assist in eliminating
confidence to speak in front of their peers, which may
barriers between male and female students. Encouraging
lead to participation issues.
, collaboration helps to break the ice and get rid of gender bias
5. Some of the telephone language may be difficult for in the classroom.
students to pronounce since Japanese speakers 5. As students must be professional and courteous when
sometimes confuse the /r/ and /l/ sounds because they are speaking on the phone, telephone language sounds differ from
unable to distinguish between the two sounds. This may those used in regular conversations. To assist struggling
have an impact on how they pronounce phrases like "ring students, emphasize pronunciation when teaching new
up" and "please". phrases using chorus drills, the phonemic script, and over-
exaggerated mouth movements.
Target Language Analysis
Language Item Meaning Function Pronunciation CCQs
➢ Can you use this
1. Let me transfer you to This phrase is used to Redirecting calls /let//miː/ phrase when you
[name]’s extension. redirect (transfer) a phone
/trænsˈfɜː(r)//juː/
can fulfill the
call to the appropriate caller’s request?
person when you receive /tu/ ___ /ɪkˈstenʃn/ (No)
a call from someone with ➢ Is the caller going
a query or request you to talk to you or
cannot answer or fulfill. someone else?
(Someone else)
You can transfer the call
to the office employee
who can aid the caller if
you have their extension
number. Extensions are
office phone lines for
individuals or department.
