TEFL Level 5 Assignment Business English- Telephone Language
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Course
TEFL Level 5 Diploma 420 hours
Institution
TEFL Level 5 Diploma 420 Hours
This assignment has been developed by an experienced English tutor and English native speaker. It received a pass at first submission and high praise from the assessor. The assignment is well researched with references included. The lesson plan includes a variety of activities and a good mix of tea...
Name of the Teacher Date Level of the class Length of lesson
Shahnaaz Naby 25 February 2024 Upper-Intermediate (B2) 60 minutes
Lesson Type:
Business English- 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 to… By the end of the lesson, students will have…
• Use appropriate telephone language to capture and Successfully engaged in a telephonic conversation and recorded a
deliver a message on behalf of a colleague more message on behalf of a co-worker using professional Business
accurately. English, demonstrated by using existing language and 10 newly
• Extract specific details from a phone call and use formal learnt target phrases in a role-play.
business English to clarify and record such information and
assure deliverance of message.
• Appear more confident and professional when speaking
with international clientele and colleagues through
improved pronunciation, vocabulary and grammar in
spoken English.
pg. 1 Lesson Plan 150823
,Anticipated difficulties: Suggested solutions:
1. Students may lack a personal desire to learn English 1. I will connect learning English to potential success at work
because their enrolment is required by their employer and how that may improve overall quality of life. I will be
(extrinsic) rather than personal interests (intrinsic). This using real-life workplace examples to demonstrate the
could lead to low motivation or negative attitudes. practical advantages of learning English. I will also encourage
students to set personal language goals that connect to their
2. These students work in various fields within the
professional growth.
telecommunications industry. It may be difficult
2. I will customise lessons by using examples that relate to
adapting lessons to universally suit the different
specific parts of the industry. I will give students personalised
professions within the industry, such as marketing, sales,
workbooks and homework to explore content connected to
finance, etc., all of which may have different jargon or
their own job area. In some lessons, I will try
language requirements.
pairing/grouping students who work in similar fields or who
3. Considering I am younger than the students and have interact with each other often, in the workplace.
become familiar with them for three months, it is 3. I will establish a rapport with students with mutual levels of
possible that students will not view me as an authority respect by granting them autonomy and opportunities to
figure and may not always be cooperative during lead lessons or contribute ideas to structuring goals for
lessons. lessons. I will use activities that are culturally appropriate to
suit varied genders and age. I will do research on their
4. Working professionals often have tight schedules and
professional industry to establish credibility by
students may face demanding workloads. Balancing the
demonstrating a deep understanding of their work industry
course requirements with their professional
and the specific terminology and language used.
commitments may lead to limited time for homework
4. I will assign tasks that directly connect to their professional
and practice, affecting the overall learning experience.
life, ensuring homework is more relevant and applicable in
the workplace. I will facilitate integration of language
practice into their daily routines by incorporating workplace
communication exercises. Additionally, I will provide flexible
assignment deadlines to accommodate their schedules and
doesn’t compromise their professional commitments.
pg. 2 Lesson Plan 150823
, Target Language Analysis
Language item Function What will you teach about What will you teach Concept Checking
the form? about the pronunciation? Questions
Hello. You’ve reached Introducing the company and • Speaking- present IPA: 1. Is the speaker introducing
(company name). This yourself on the phone. participle hɛˈləʊ. juːv riːʧt (company themselves or someone
is (your name) Offering assistance. name) ðɪs ɪz (your else?
speaking. How can I name) ˈspiːkɪŋ. haʊ kæn aɪ h 2. What information does
help you? ɛlp juː? the speaker provide in this
phrase?
I'm sorry, (colleague Politely informing the caller • ‘’Un’’- prefix to negate I’m = I am 1. Is the speaker apologizing
name)’s unavailable at that the person they are core word ‘’available’’ or expressing joy in this
the moment. requesting is currently (indicates status of IPA: aɪm ˈsɒri, (colleague phrase?
unavailable. availability) name)’s ˌʌnəˈveɪləbᵊl æt ðə ˈ 2. What does "unavailable at
• At the moment- məʊmənt. the moment" mean?
Prepositional phrase
I'm sorry, (colleague Politely stating that the person • Not in- idiom meaning not I’m = I am 1. Is the colleague present or
name) is not in today. is not present at work. present at a specific place absent?
eg. work. IPA: aɪm ˈsɒri, (colleague 2. How does the speaker
name) ɪz nɒt ɪn təˈdeɪ. express regret in this
sentence?
Can I take a message Offering to take a message for • Can- modal verb (used to IPA: 1. What does "take a
for him/her? the person. inquire/seek permission) kæn aɪ teɪk ə ˈmɛsɪʤ fɔː hɪm message" mean?
• Him/Her- Male/Female /hɜː? 2. Is the speaker offering or
Pronoun requesting information?
Please hold on. I’m Asking the caller to wait a • Hold on- idiom meaning I’m = I am 1. What does the
just looking for a pen little. You may be looking for a stay on the call and wait a speaker ask the
pen or simply need a few little IPA: person on the phone
seconds to get ready to write • Looking- present participle pliːz həʊld ɒn. aɪm ʤʌst ˈlʊkɪ to do?
down the message • Looking for a pen- Phrasal ŋ fɔːr ə pɛn 2. Why is the person
verb asked to "hold on"?
May I ask who’s Requesting the caller's • May- modal verb (used to Who’s = Who is 1. What information is the
pg. 3 Lesson Plan 150823
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