Name of the Teacher Date Level of the class Length of lesson
Deidre Bosch 04/09/2024 B2 60 minutes
Lesson Type:
Speaking – Telephone Language
Lesson Topic:
Taking a message on behalf of a colleageu.
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…
• Use appropriate formal language to answer the phone, • The skills and phrases to use during a telephone
connect someone to a call and taking a message conversation at his/her workplace.
• Identify key details from a conversation and make use of • Learnt set telephonic phrases
Business English in order to communicate professionally. • Learnt the pronunciation of telephonic language and
• Speak more accurately and clearly by making use of vocabulary
pronunciation, vocabulary and grammar. • Practiced taking a message and leaving a message over
the telephone.
Anticipated difficulties: Suggested solutions:
1. Student may not be interested in being there, because 1. Emphasise the importance of telephone language in
they didn't choose to be there as it was a requirement business communication and allow time for role-play and
from the company they work for. They might not want practice. Adding engaging activities to excite and motivate
to do the activities together because they work in the students. Plan lessons well, so they do not get bored or
different departments. They might feel shy to speak up easily distracted.
because they do not know the people they are taking
the course with.
2. Assign less active roles to those who appear to be
2. There might be some students that are stronger at
dominating the tasks and will direct questions to specific
communication than others. This can make interaction
students. Encourage shy students to speak up and reassure
uneasy. This might cause them to hold back and them that it’s okay to participate. This will be achieved by
distance themselves from the rest of the class. closely monitoring each student’s involvement throughout
the lesson. My aim is to create an equitable, supportive,
3. Words like “help”, “calling”, hold the line”, “afraid” and and encouraging environment where all learners feel
“sure” may be difficult to pronounce, as the “L” and welcomed and confident to participate, regardless of their
“R” sounds do not excist in the the Japanese language. age or department.
3. Speaking with a smile may increase your tone and
intonation when you speak. Encourage your students to
smile when they speak. During the video, teacher will
pause and check pronunciation.
Lesson Plan 150823
, Target Language Analysis
I will teach a total of 9 phrases to my students. The pronunciation of these phrases will be taught with the use of phonetics and choral
drilling. The meaning and pronunciation of each of the phrases can be found in the table below. This table will also be handed out to the
learners. I will especially pay attention to intonation as well as the placement of the tongue, when teaching the pronunciation of the
words/phrases.
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/expressions (8-12 is appropriate).
● Analyse them in a paragraph or table by including the meaning (if applicable), function, features of pronunciation (speaking), or spelling and
punctuation (writing). Plus, anything else you think is relevant.
Language Item Meaning/function What will be taught Concept Checking Questions Pronunciation
the item about language
structure?
Thank you for calling Formally beginning May: Do we know who the caller is? /'haʊ/ /'meɪ/ /'aɪ//'help/ /'ju:/
“Finer Voices Music the conversation by A modal verb used to Am I asking a question?
/təˈdeɪ /
Studio”. How may I introducing the express possibility or Are other ways to answer the
help you today? company. permission. phone?
How may I help you?
Politely offers
assistance.
Can I ask who's on Establishing who the Pronounce: “I” Do you want to know their name? /'kæn//'aɪ/ /'ɑ:sk/
the line? caller “on the line” – Are you asking where they work? /huːz/ /ɒn/ /ðə/ /laɪn/
is/identification. idiomatic expression Are you asking why they are
Who's = who is calling?
Sorry, I didn't catch Asking the caller to Sorry – Apology Could you hear his name the first /'sɒri/ /'aɪ/ /'dɪdᵊnt/ /'kæʧ/
your name please repeat their didn't – did not time? /'jɔː/ /'neɪm/
name catch – slang for
“hear”/”get”
Please hold the line! Asking the person on “hold the line” = Will you put the phone down when /'pli:z/ /'həʊld/ /'ðə/ /'laɪn/
the other end to synonym for “wait a this is said?
patiently wait while while” Are you telling the caller to end the
you process their call?
request. Are you asking the caller to wait?
I'm afraid the line is Providing the caller I'm = I am Is your colleague available? /'aɪ/ /æm/ /ə'freɪd/ /'ðə/
engaged. with feedback from Engaged = past tense Are you going to end the call there? /'laɪn/ /'ɪz/ /ɪn'geɪdʒd/
their request. verb
They’ve just stepped Providing the caller Phrasal verb: step out, Are you offering to take a message? /ðeɪv/ /ʤʌst/ /stɛpt/
out, would you like with an alternative in leave a message Are you asking if they would like to /aʊt/ /wʊd/ /juː/ /laɪk/ /tuː/
to leave a message? order for their to leave = infinitive leave a message? /liːv/ /ə/ /mɛsɪʤ/
request to be seen to. form of verb, used as
an object complement.
Could you leave your Getting information Phrasal verb: leave (me Are you asking the caller for their /Kʊd/ /juː/ /liːv/ /jɔː/
contact details? to pass onto the your details) telephone number? /kɒntækt/ /diːteɪlz/
person they wanted Can you write the number down as
to talk to. they say it?
Can you repeat the number?
Lesson Plan 150823
Deidre Bosch 04/09/2024 B2 60 minutes
Lesson Type:
Speaking – Telephone Language
Lesson Topic:
Taking a message on behalf of a colleageu.
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…
• Use appropriate formal language to answer the phone, • The skills and phrases to use during a telephone
connect someone to a call and taking a message conversation at his/her workplace.
• Identify key details from a conversation and make use of • Learnt set telephonic phrases
Business English in order to communicate professionally. • Learnt the pronunciation of telephonic language and
• Speak more accurately and clearly by making use of vocabulary
pronunciation, vocabulary and grammar. • Practiced taking a message and leaving a message over
the telephone.
Anticipated difficulties: Suggested solutions:
1. Student may not be interested in being there, because 1. Emphasise the importance of telephone language in
they didn't choose to be there as it was a requirement business communication and allow time for role-play and
from the company they work for. They might not want practice. Adding engaging activities to excite and motivate
to do the activities together because they work in the students. Plan lessons well, so they do not get bored or
different departments. They might feel shy to speak up easily distracted.
because they do not know the people they are taking
the course with.
2. Assign less active roles to those who appear to be
2. There might be some students that are stronger at
dominating the tasks and will direct questions to specific
communication than others. This can make interaction
students. Encourage shy students to speak up and reassure
uneasy. This might cause them to hold back and them that it’s okay to participate. This will be achieved by
distance themselves from the rest of the class. closely monitoring each student’s involvement throughout
the lesson. My aim is to create an equitable, supportive,
3. Words like “help”, “calling”, hold the line”, “afraid” and and encouraging environment where all learners feel
“sure” may be difficult to pronounce, as the “L” and welcomed and confident to participate, regardless of their
“R” sounds do not excist in the the Japanese language. age or department.
3. Speaking with a smile may increase your tone and
intonation when you speak. Encourage your students to
smile when they speak. During the video, teacher will
pause and check pronunciation.
Lesson Plan 150823
, Target Language Analysis
I will teach a total of 9 phrases to my students. The pronunciation of these phrases will be taught with the use of phonetics and choral
drilling. The meaning and pronunciation of each of the phrases can be found in the table below. This table will also be handed out to the
learners. I will especially pay attention to intonation as well as the placement of the tongue, when teaching the pronunciation of the
words/phrases.
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/expressions (8-12 is appropriate).
● Analyse them in a paragraph or table by including the meaning (if applicable), function, features of pronunciation (speaking), or spelling and
punctuation (writing). Plus, anything else you think is relevant.
Language Item Meaning/function What will be taught Concept Checking Questions Pronunciation
the item about language
structure?
Thank you for calling Formally beginning May: Do we know who the caller is? /'haʊ/ /'meɪ/ /'aɪ//'help/ /'ju:/
“Finer Voices Music the conversation by A modal verb used to Am I asking a question?
/təˈdeɪ /
Studio”. How may I introducing the express possibility or Are other ways to answer the
help you today? company. permission. phone?
How may I help you?
Politely offers
assistance.
Can I ask who's on Establishing who the Pronounce: “I” Do you want to know their name? /'kæn//'aɪ/ /'ɑ:sk/
the line? caller “on the line” – Are you asking where they work? /huːz/ /ɒn/ /ðə/ /laɪn/
is/identification. idiomatic expression Are you asking why they are
Who's = who is calling?
Sorry, I didn't catch Asking the caller to Sorry – Apology Could you hear his name the first /'sɒri/ /'aɪ/ /'dɪdᵊnt/ /'kæʧ/
your name please repeat their didn't – did not time? /'jɔː/ /'neɪm/
name catch – slang for
“hear”/”get”
Please hold the line! Asking the person on “hold the line” = Will you put the phone down when /'pli:z/ /'həʊld/ /'ðə/ /'laɪn/
the other end to synonym for “wait a this is said?
patiently wait while while” Are you telling the caller to end the
you process their call?
request. Are you asking the caller to wait?
I'm afraid the line is Providing the caller I'm = I am Is your colleague available? /'aɪ/ /æm/ /ə'freɪd/ /'ðə/
engaged. with feedback from Engaged = past tense Are you going to end the call there? /'laɪn/ /'ɪz/ /ɪn'geɪdʒd/
their request. verb
They’ve just stepped Providing the caller Phrasal verb: step out, Are you offering to take a message? /ðeɪv/ /ʤʌst/ /stɛpt/
out, would you like with an alternative in leave a message Are you asking if they would like to /aʊt/ /wʊd/ /juː/ /laɪk/ /tuː/
to leave a message? order for their to leave = infinitive leave a message? /liːv/ /ə/ /mɛsɪʤ/
request to be seen to. form of verb, used as
an object complement.
Could you leave your Getting information Phrasal verb: leave (me Are you asking the caller for their /Kʊd/ /juː/ /liːv/ /jɔː/
contact details? to pass onto the your details) telephone number? /kɒntækt/ /diːteɪlz/
person they wanted Can you write the number down as
to talk to. they say it?
Can you repeat the number?
Lesson Plan 150823
