Name of the Teacher Date Level of the class Length of lesson
XXXXXXX 05/05/2023 Advanced 60 minutes
Lesson Type:
Speaking option 1: Taking a telephone message on behalf of a colleague
Lesson Topic:
Taking a telephone message on behalf of a colleague
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…
By the end of the lesson, students will be better able to answer the By the end of the lesson, students will have been introduced to common
telephone using proper business English etiquette when taking a telephone phrases. Grasped the much-needed concept of formal business
message on behalf of a colleague. They will have a much better language used in telephoning. They would have practiced in pairs
understanding of professional telephone language, and the telephone role-play and actively participated in writing, reading, and
importance of using the phonetic chart. listening telephone activities.
Students will have improved English confidence and they will be Demonstrated and used the newly acquired telephone phrases in
better professionals that clearly understand the dos and donts of different scenarios and adjusted to their partner's responses, thus
telephoning when taking a message. Moreover, the quality of skillfully preparing the students to adapt to various work scenarios in
communication with international clients will surely gain the most professional manner.
momentum.
Anticipated difficulties: Suggested solutions:
1. Some aspects of pronunciation might be extremely 1. I will prioritise and consider the difficulties that they may have by
challenging because the Japanese language doesn’t include creating activities that address the specific needs of my class.
1
, certain sounds, for example, students might substitute an /r/
sound for an /l/ 2. The main focus is to design activities that promote active
engagement in listening, speaking, writing, and reading English
2. It’s a Japanese monolingual class. Students may use their L1 for the students. Moreover, we will collaboratively establish
from time to time for example in fast translations, regardless classroom rules to foster a sense of ownership and responsibility
of the English-only policy in class. within the team.
3. Adult students can be embarrassed about making mistakes, For adult learners, I recognize the value of a discovery-based
making them reticent to produce new or difficult language. approach, though I will remain mindful that individual
preferences may differ. My lesson planning will revolve around
4. They can also get frustrated when they are not able to say creating a supportive and encouraging environment, facilitating a
exactly what they intended. Adults will have had previous conducive atmosphere for effective learning..
learning experiences-both positive and negative-and these 4. I will incorporate activities that resonate with their everyday
are likely to impact their attitudes. lives, such as utilizing common work scenarios, to empower
5. All my students are employed, meaning they have work students and allow them to witness their growth and
commitments and family life, which adds stress and low accomplishments throughout each lesson. This approach will
energy levels because they might be tired from their busy keep them actively engaged in the learning process. I will also
schedules. confirm and reassess their understanding, ensuring a thorough
grasp of the material
6. Students might not have time to do homework outside of
the classroom because of other commitments outside the 5. I will ensure clarity in my message to reassure students that
classroom. they can approach me with any concerns that may hinder their
learning. The small class size presents a great opportunity to
7. Issues outside of class may be brought into the class. Eg. establish rapport and comprehend each student's unique needs,
Office conflicts, fostering balance and harmony within the group.
8. I often go to the company to teach during office hours, but 6. I will design versatile homework activities, encouraging students to
could also be asked to teach before or after work. Classes engage in English conversation with each other via phone calls or by
may be interrupted or cancelled at the last minute due to recording themselves sharing their experiences at work, whether they be
urgent meetings, which can be frustrating for the teacher challenging, interesting, or otherwise. Additionally, I will provide
and the student. Some can be interrupted by office opportunities for them to explore their interests further, following up on
emergencies that might pop up unexpectedly while in class. subjects that intrigue them.
2
, To ensure a dedicated approach to the course, I will challenge students to
take their homework seriously, motivating them to actively participate
and excel in their language learning journey.
7. To create a supportive learning environment, I will refrain from using
peer correction, as it might make some students uncomfortable,
especially when correcting individuals in higher positions. Instead, I will
provide encouragement, gentle reminders, and affirmations to boost
their confidence.
By acknowledging their achievements, students will witness their
personal growth and development, and open doors to future
opportunities, fostering a positive and motivated approach to learning.
8. Lessons will be as prepared and effective as possible as I won't be able
to go to the photocopier to make extra copies during the lesson. This will
also mean less time wasted running to the copier, and more time with
students.
Target Language Analysis
1. Is there anything else I can help you with?
Meaning:
1-To offer further assistance/help, just in case you forgot to mention something else that needs my attention.
2- A phrase used to express that I have fully accomplished all of these things you needed.
“I have given this call my very best effort and after looking at your account, I feel that you should be very satisfied with our service moving
forward.
3
XXXXXXX 05/05/2023 Advanced 60 minutes
Lesson Type:
Speaking option 1: Taking a telephone message on behalf of a colleague
Lesson Topic:
Taking a telephone message on behalf of a colleague
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…
By the end of the lesson, students will be better able to answer the By the end of the lesson, students will have been introduced to common
telephone using proper business English etiquette when taking a telephone phrases. Grasped the much-needed concept of formal business
message on behalf of a colleague. They will have a much better language used in telephoning. They would have practiced in pairs
understanding of professional telephone language, and the telephone role-play and actively participated in writing, reading, and
importance of using the phonetic chart. listening telephone activities.
Students will have improved English confidence and they will be Demonstrated and used the newly acquired telephone phrases in
better professionals that clearly understand the dos and donts of different scenarios and adjusted to their partner's responses, thus
telephoning when taking a message. Moreover, the quality of skillfully preparing the students to adapt to various work scenarios in
communication with international clients will surely gain the most professional manner.
momentum.
Anticipated difficulties: Suggested solutions:
1. Some aspects of pronunciation might be extremely 1. I will prioritise and consider the difficulties that they may have by
challenging because the Japanese language doesn’t include creating activities that address the specific needs of my class.
1
, certain sounds, for example, students might substitute an /r/
sound for an /l/ 2. The main focus is to design activities that promote active
engagement in listening, speaking, writing, and reading English
2. It’s a Japanese monolingual class. Students may use their L1 for the students. Moreover, we will collaboratively establish
from time to time for example in fast translations, regardless classroom rules to foster a sense of ownership and responsibility
of the English-only policy in class. within the team.
3. Adult students can be embarrassed about making mistakes, For adult learners, I recognize the value of a discovery-based
making them reticent to produce new or difficult language. approach, though I will remain mindful that individual
preferences may differ. My lesson planning will revolve around
4. They can also get frustrated when they are not able to say creating a supportive and encouraging environment, facilitating a
exactly what they intended. Adults will have had previous conducive atmosphere for effective learning..
learning experiences-both positive and negative-and these 4. I will incorporate activities that resonate with their everyday
are likely to impact their attitudes. lives, such as utilizing common work scenarios, to empower
5. All my students are employed, meaning they have work students and allow them to witness their growth and
commitments and family life, which adds stress and low accomplishments throughout each lesson. This approach will
energy levels because they might be tired from their busy keep them actively engaged in the learning process. I will also
schedules. confirm and reassess their understanding, ensuring a thorough
grasp of the material
6. Students might not have time to do homework outside of
the classroom because of other commitments outside the 5. I will ensure clarity in my message to reassure students that
classroom. they can approach me with any concerns that may hinder their
learning. The small class size presents a great opportunity to
7. Issues outside of class may be brought into the class. Eg. establish rapport and comprehend each student's unique needs,
Office conflicts, fostering balance and harmony within the group.
8. I often go to the company to teach during office hours, but 6. I will design versatile homework activities, encouraging students to
could also be asked to teach before or after work. Classes engage in English conversation with each other via phone calls or by
may be interrupted or cancelled at the last minute due to recording themselves sharing their experiences at work, whether they be
urgent meetings, which can be frustrating for the teacher challenging, interesting, or otherwise. Additionally, I will provide
and the student. Some can be interrupted by office opportunities for them to explore their interests further, following up on
emergencies that might pop up unexpectedly while in class. subjects that intrigue them.
2
, To ensure a dedicated approach to the course, I will challenge students to
take their homework seriously, motivating them to actively participate
and excel in their language learning journey.
7. To create a supportive learning environment, I will refrain from using
peer correction, as it might make some students uncomfortable,
especially when correcting individuals in higher positions. Instead, I will
provide encouragement, gentle reminders, and affirmations to boost
their confidence.
By acknowledging their achievements, students will witness their
personal growth and development, and open doors to future
opportunities, fostering a positive and motivated approach to learning.
8. Lessons will be as prepared and effective as possible as I won't be able
to go to the photocopier to make extra copies during the lesson. This will
also mean less time wasted running to the copier, and more time with
students.
Target Language Analysis
1. Is there anything else I can help you with?
Meaning:
1-To offer further assistance/help, just in case you forgot to mention something else that needs my attention.
2- A phrase used to express that I have fully accomplished all of these things you needed.
“I have given this call my very best effort and after looking at your account, I feel that you should be very satisfied with our service moving
forward.
3
