Name of the Teacher Date Level of the class Length of lesson
Aarifah 21/09/2021 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… • Been exposed to various accents through the videos in the
• Successfully make use of telephonic phrases and warmer and the cooler.
vocabulary to take or leave a message on behalf of a • Learnt set telephonic phrases.
colleague. • Learnt the pronunciation of telephonic language and
• Extract key details or information from a conversation vocabulary.
over the phone and use formal business English in • Learnt how to deal with unavoidable problems which they
order to communicate internationally. have no control over (Connectivity issues etc.).
• Recognize grammatical structures and how to use • Practiced taking a message and leaving a message over the
them. phone.
• Speak more accurately and clearly by making use of
pronunciation, vocabulary and grammar.
1
,Anticipated difficulties: Suggested solutions:
1. Although all of the students come from the same company, 1. I will assign passive roles to those who seem to be dominating
they are from different departments. Therefore, there is a the tasks and begin asking questions to specific students. Shy
strong possibility that some students (most likely sales and learners will be encouraged not to be afraid to speak. This will be
marketing) possess more knowledge of telephonic done by closely monitoring all student’s participation throughout
communication than others. This could lead to these the lesson. I will establish an equal, supportive and encouraging
students dominating the class, making interaction uneasy. environment so that all learners feel welcomed and confident to
participate in the lesson, irrespective of their ages or the
2. Due to the fact that students are much older than I am, they department they come from.
may not take me seriously and even disrespect me. Despite
the 2 months of previous lessons, this may still be a huge 2. I will remain confident and prove to students that I am worthy of
problem. their respect. From the beginning, I will not tolerate intimidation
and remain firm and professional in my approach to teaching. I
3. Students’ motivation is extrinsic. Therefore, this could will educate the students to the best of my ability whilst also
hinder their performance and lead to them being allowing the students to provide first-hand experiences to each
unenthusiastic and uninterested. exercise. This will hopefully build rapport with the students and
establish mutual respect between the older students and myself.
3. Provide students with interesting activities to keep the lesson
entertaining and engaging. Plan lessons well to ensure that
students do not get bored and are not easily distracted.
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 & Phonetics Function Meaning CCQ’s
Could I speak to ......... please? Making contact Can you connect me to the • Are you/they asking to
person that I need to talk to? be connected to a
/kʊd aɪ spiːk tuː ……… pliːz?/ certain person?
• Will you/they ask this at
the beginning or the end
of the phone call?
• Is this phrase introducing
yourself?
May I ask who is calling, please? Additional information What is your name? • Are you asking where
they work?
/meɪ aɪ ɑːsk hu: ɪz ˈkɔːlɪŋ pliːz?/ • Are you asking why they
are calling?
• Do you want to know
their name?
I'm calling on behalf of … Additional information This is the name of the company • Are you introducing
telephone company. that I work for. yourself or the
company?
/aɪ æm ˈkɔːlɪŋ ɒn bɪˈhɑːf əv … • Are you providing more
ˈtelɪˌfəʊn ˈkʌmp(ə)ni/ information to the
person on the phone?
• Do they need to know
this information to take
a message?
I'm calling from … (Osaka/ Additional Information This is our current location. • Are you telling the
Tokyo/ Yokohama/ Kyoto/ person on the phone
3
Aarifah 21/09/2021 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… • Been exposed to various accents through the videos in the
• Successfully make use of telephonic phrases and warmer and the cooler.
vocabulary to take or leave a message on behalf of a • Learnt set telephonic phrases.
colleague. • Learnt the pronunciation of telephonic language and
• Extract key details or information from a conversation vocabulary.
over the phone and use formal business English in • Learnt how to deal with unavoidable problems which they
order to communicate internationally. have no control over (Connectivity issues etc.).
• Recognize grammatical structures and how to use • Practiced taking a message and leaving a message over the
them. phone.
• Speak more accurately and clearly by making use of
pronunciation, vocabulary and grammar.
1
,Anticipated difficulties: Suggested solutions:
1. Although all of the students come from the same company, 1. I will assign passive roles to those who seem to be dominating
they are from different departments. Therefore, there is a the tasks and begin asking questions to specific students. Shy
strong possibility that some students (most likely sales and learners will be encouraged not to be afraid to speak. This will be
marketing) possess more knowledge of telephonic done by closely monitoring all student’s participation throughout
communication than others. This could lead to these the lesson. I will establish an equal, supportive and encouraging
students dominating the class, making interaction uneasy. environment so that all learners feel welcomed and confident to
participate in the lesson, irrespective of their ages or the
2. Due to the fact that students are much older than I am, they department they come from.
may not take me seriously and even disrespect me. Despite
the 2 months of previous lessons, this may still be a huge 2. I will remain confident and prove to students that I am worthy of
problem. their respect. From the beginning, I will not tolerate intimidation
and remain firm and professional in my approach to teaching. I
3. Students’ motivation is extrinsic. Therefore, this could will educate the students to the best of my ability whilst also
hinder their performance and lead to them being allowing the students to provide first-hand experiences to each
unenthusiastic and uninterested. exercise. This will hopefully build rapport with the students and
establish mutual respect between the older students and myself.
3. Provide students with interesting activities to keep the lesson
entertaining and engaging. Plan lessons well to ensure that
students do not get bored and are not easily distracted.
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 & Phonetics Function Meaning CCQ’s
Could I speak to ......... please? Making contact Can you connect me to the • Are you/they asking to
person that I need to talk to? be connected to a
/kʊd aɪ spiːk tuː ……… pliːz?/ certain person?
• Will you/they ask this at
the beginning or the end
of the phone call?
• Is this phrase introducing
yourself?
May I ask who is calling, please? Additional information What is your name? • Are you asking where
they work?
/meɪ aɪ ɑːsk hu: ɪz ˈkɔːlɪŋ pliːz?/ • Are you asking why they
are calling?
• Do you want to know
their name?
I'm calling on behalf of … Additional information This is the name of the company • Are you introducing
telephone company. that I work for. yourself or the
company?
/aɪ æm ˈkɔːlɪŋ ɒn bɪˈhɑːf əv … • Are you providing more
ˈtelɪˌfəʊn ˈkʌmp(ə)ni/ information to the
person on the phone?
• Do they need to know
this information to take
a message?
I'm calling from … (Osaka/ Additional Information This is our current location. • Are you telling the
Tokyo/ Yokohama/ Kyoto/ person on the phone
3
