Name of the Teacher Date Level of the class Length of lesson
xxx 04/09/2024 Upper-Intermediate (B2) 60 Minutes
Lesson Type:
Speaking skills – Business English
Lesson Topic:
Telephone Language: taking a message for a colleague, dealing with connection issues and caller enquiries.
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…
Students will have:
Students will be better able to: Learnt how to easily identify the meaning, form and
Identify and understand the meaning, form and pronunciation of the different phrases used in
pronunciation as well as the function of different business telephone language which will aid them in
telephone phrases, vocabulary and language their understanding of how to professionally
structures commonly used during telephone communicate during real-life business telephone
conversations in a business setting and be able to calls.
use them correctly in a professional manner. Practiced using the newly learnt telephone business
Use basic comprehensive listening skills to identify phrases and vocabulary through speaking activities,
the fundamental details and key points of a phone dialogues and worksheet activities so that they
business conversation. know how to use them in real-life professional
pg. 1 Lesson Plan 150823
, Use formal business English in order to business settings.
communicate globally in a fluent and professional Enhanced their Business English communication
manner. skills with regards to telephone language and be
Use appropriate phrases and language in the case able to have professional conversations with clients
of unexpected telephone scenarios in order to globally.
manage these situations effectively and Learnt how to professionally and politely handle
appropriately in a business setting. unforeseen difficulties experienced with a
telephone conversation which is beyond their
control, such as connectivity issues.
Anticipated difficulties: Suggested solutions:
1. There is quite a big age gap between the 1. The use of ice-breaker and teamwork activities can
students as their ages range from 35 to 45. This help to overcome this age gap between students
might lead to a ununiform atmosphere in the and help create a sense of community in the
classroom as junior employees might feel shy classroom. As students get to know each other
or uncomfortable in front of senior employees through these activities, they become more
or senior employees might feel that they are comfortable with one another which promotes a
superior to junior employees. positive and supportive learning environment
where students develop their language skills
2. All the student’s motivation for taking this without feeling shy and embarrassed or being
English Business course is extrinsic of nature as criticized.
they are being compelled by their Employer to
pg. 2 Lesson Plan 150823
, take these classes. This can cause them feeling 2. Include relevant and engaging activities and lesson
unmotivated without feeling excited or content to ensure the students are interested and
enthusiastic to develop their English skills. their learning needs are being met. Include
activities in which students can select topics for
3. Since all the learners’ L1 language is Japanese, discussions to give them a sense of ownership
they might face certain challenges like which will in turn engage them in the lesson and
struggling to listen actively or struggling to promote their learning. By using activities that will
come up with an appropriate response during a help them make the connection between what
telephone conversation. They might need time they learn and real-world applications, will give
to process the information and formulate a them a sense of purpose and motivation for
response accordingly. learning.
3. Including listening activities in the lesson which
mimics real-life telephone conversations, will
stimulate the students’ listening skills and help
them with comprehension to have and engage in
realistic telephone conversations. The students will
get the opportunity to use their paraphrasing and
summarizing skills to formulate relevant responses
to convey the message to the person at the other
end of the line that they are being understood. The
teacher should also give feedback on the students’
listening skills and their responses and highlight
areas for improvement where necessary.
pg. 3 Lesson Plan 150823
xxx 04/09/2024 Upper-Intermediate (B2) 60 Minutes
Lesson Type:
Speaking skills – Business English
Lesson Topic:
Telephone Language: taking a message for a colleague, dealing with connection issues and caller enquiries.
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…
Students will have:
Students will be better able to: Learnt how to easily identify the meaning, form and
Identify and understand the meaning, form and pronunciation of the different phrases used in
pronunciation as well as the function of different business telephone language which will aid them in
telephone phrases, vocabulary and language their understanding of how to professionally
structures commonly used during telephone communicate during real-life business telephone
conversations in a business setting and be able to calls.
use them correctly in a professional manner. Practiced using the newly learnt telephone business
Use basic comprehensive listening skills to identify phrases and vocabulary through speaking activities,
the fundamental details and key points of a phone dialogues and worksheet activities so that they
business conversation. know how to use them in real-life professional
pg. 1 Lesson Plan 150823
, Use formal business English in order to business settings.
communicate globally in a fluent and professional Enhanced their Business English communication
manner. skills with regards to telephone language and be
Use appropriate phrases and language in the case able to have professional conversations with clients
of unexpected telephone scenarios in order to globally.
manage these situations effectively and Learnt how to professionally and politely handle
appropriately in a business setting. unforeseen difficulties experienced with a
telephone conversation which is beyond their
control, such as connectivity issues.
Anticipated difficulties: Suggested solutions:
1. There is quite a big age gap between the 1. The use of ice-breaker and teamwork activities can
students as their ages range from 35 to 45. This help to overcome this age gap between students
might lead to a ununiform atmosphere in the and help create a sense of community in the
classroom as junior employees might feel shy classroom. As students get to know each other
or uncomfortable in front of senior employees through these activities, they become more
or senior employees might feel that they are comfortable with one another which promotes a
superior to junior employees. positive and supportive learning environment
where students develop their language skills
2. All the student’s motivation for taking this without feeling shy and embarrassed or being
English Business course is extrinsic of nature as criticized.
they are being compelled by their Employer to
pg. 2 Lesson Plan 150823
, take these classes. This can cause them feeling 2. Include relevant and engaging activities and lesson
unmotivated without feeling excited or content to ensure the students are interested and
enthusiastic to develop their English skills. their learning needs are being met. Include
activities in which students can select topics for
3. Since all the learners’ L1 language is Japanese, discussions to give them a sense of ownership
they might face certain challenges like which will in turn engage them in the lesson and
struggling to listen actively or struggling to promote their learning. By using activities that will
come up with an appropriate response during a help them make the connection between what
telephone conversation. They might need time they learn and real-world applications, will give
to process the information and formulate a them a sense of purpose and motivation for
response accordingly. learning.
3. Including listening activities in the lesson which
mimics real-life telephone conversations, will
stimulate the students’ listening skills and help
them with comprehension to have and engage in
realistic telephone conversations. The students will
get the opportunity to use their paraphrasing and
summarizing skills to formulate relevant responses
to convey the message to the person at the other
end of the line that they are being understood. The
teacher should also give feedback on the students’
listening skills and their responses and highlight
areas for improvement where necessary.
pg. 3 Lesson Plan 150823
