TEFL BUSINESS ENGLISH ASSIGNMENT - HOSTING A PROJECT PLANNING MEETING
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Course
TEFL Teacher Training
Institution
TEFL Teacher Training
This is a Business English lesson plan on HOSTING A MEETING, the context idea is A PROJECT PLANNING MEETING. This is a new document with a very thorough, well-researched, and well-presented lesson plan, which includes the common phrases used, materials, and references. This document will help you s...
Name of the Teacher Date Level of the class Length of lesson
07.02.2024 Upper-intermediate (B2) 60 minutes
Lesson Type: Speaking Skills
Lesson Topic: Hosting a meeting – Project Planning meeting
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…
Acquired a solid understanding of key language structures and phrases
specific to hosting project planning meetings.
Grasp the meaning, form, pronunciation, and function of
Participated in a matching activity where they demonstrated an
common phrases essential for hosting a project planning
understanding of the function for each phrase by accurately associating
meeting.
phrases with their respective functions in project planning meetings.
Utilize functional language to foster collaboration, encourage
Engaged in a role-playing scenario to practice hosting and participating
active participation, and effectively manage discussions
in a project planning meeting.
throughout a project planning meeting.
Acquired the skills and confidence needed to host project planning
Cultivate confidence in communicating with international
meetings effectively in English.
clients during meetings, showcasing fluency, accuracy, and
adaptability in language use and communication skills.
pg. 1 Lesson Plan 150823
,Anticipated difficulties: Suggested solutions:
1. Start lessons with engaging icebreaker activities to help students become more
1. Cultural Considerations
comfortable speaking English in a relaxed setting. Incorporate regular speaking
Japanese culture tends to value politeness and humility, which may
activities that encourage participation. Foster a classroom atmosphere that
contribute to some students being reserved in English-speaking
encourages risk-taking and embraces mistakes as part of the learning process.
situations. This reserved nature might stem from a cultural emphasis on
Emphasize that the goal is effective communication rather than perfection.
avoiding mistakes and maintaining harmony in communication.
2. Tailor the lesson content to be adaptable to various business contexts. Use
2. Varying roles scenarios and role-plays that encompass a range of departmental situations,
Students come from different departments within the allowing students to apply the language skills to their specific roles. Provide
telecommunications company (marketing, sales, finance, operations), opportunities for students to share department-specific terminology and
leading to varied industry-specific language exposure, roles, and experiences.
responsibilities.
3. Encourage an inclusive environment where all students, regardless of gender,
feel equally valued and respected. Emphasize that everyone's contributions are
3. Gender essential to the learning process. Actively promote equal participation by
The significant gender disparity, with more male students than female, assigning roles or responsibilities that rotate among students. This ensures that
may create an environment where female students might feel intimidated each student has a chance to contribute and lead discussions. Create group
and lack confidence when speaking in front of their peers, potentially activities that require collaboration. Assign groups with a mix of genders to
leading to participation challenges. encourage diverse interactions and perspectives.
4. Demonstrate the practical relevance of the course content to their professional
4. Motivation growth. Illustrate how improved English skills can directly enhance their
Some students may experience a lack of enthusiasm or feel pressured performance in the workplace and contribute to career advancement.
because they are enrolled in the course primarily due to their boss's Encourage students to set personal learning objectives within the broader
mandate. This external motivation might not always align with their context of the course. This helps them find individual meaning and purpose in
personal learning goals, potentially affecting their engagement in the their language learning journey. Customize lessons to align with the specific
learning process. needs and challenges within their professional roles. This ensures that the
content is directly applicable, making the learning experience more meaningful.
5. Age
The age range of students (35-45) may introduce potential sensitivity to 5. Recognizing that individuals within this age range may have varying
teaching methods or topics due to diverse experiences and expectations professional experiences, use a diverse range of examples and scenarios that
associated with different age groups. This sensitivity can affect how resonate with professionals in their mid-thirties to mid-forties. Tailor the
students respond to certain instructional approaches or the relevance of content to be relatable and applicable to the diverse backgrounds and
the content to their professional and personal contexts. expectations within this specific age demographic. This approach ensures that
the learning experience is inclusive and considers the varied perspectives and
sensitivities associated with the age range of the students.
pg. 2 Lesson Plan 150823
, 6. Target language (meaning, form and pronunciation) 6. Dedicate time to exploring common idiomatic expressions and phrasal
Japanese learners may encounter challenges in understanding idiomatic verbs used in meetings. Discuss their figurative meanings and provide
expressions and phrasal verbs used in the target phrases e.g., “open the examples to illustrate how they are used in context.
floor”. The figurative meanings of these expressions may not align with Break down longer phrases into smaller, manageable chunks. Teach
literal translations, leading to potential confusion. students to focus on expressing one idea at a time, gradually building their
The target phrases involve complex grammatical structures, and Japanese ability to construct more complex sentences.
learners may find it challenging to construct and deliver longer sentences Identify and address specific pronunciation challenges common to
Japanese speakers. Provide exercises that target these challenges, such as
in English, impacting their fluency and confidence.
practicing 'l' and 'r' sounds in isolation and within words. Utilize minimal
Students may struggle with specific English sounds, such as the
pair activities to highlight subtle pronunciation differences. Develop a
distinction between 'l' and 'r' or the correct intonation in longer phrases. pronunciation guide tailored to Japanese learners, providing insights into
common pitfalls and strategies for improvement.
Target Language Analysis
Language Meaning Function Pronunciation CCQs
1. Thank you all for coming. This expression is used at the Welcoming participants /θæŋk juː ɔːl fɔːr Do you use this phrase to
My name is [Your Name], beginning of the meeting to show and providing context ˈkʌmɪŋ. maɪ neɪm ɪz express gratitude? [Yes]
and I am [Your appreciation to the participants for about the person leading ______, ænd aɪ æm When do you use this phrase in a
Role/Title]. attending the meeting. the discussion. __________. / meeting - at the beginning or
Following that, it introduces the end? [Beginning]
speaker, sharing their name and
professional role.
It expresses gratitude for the
presence of everyone in the meeting
and offers a personal touch by
providing information about the
speaker.
2. For those who might not This statement is used to suggest Facilitate introductions. /fɔː θəʊz huː maɪt nɒt Is this phrase suggesting self-
be acquainted, let's take introductions for individuals who bi əˈkweɪntɪd, lɛts teɪk introductions? [Yes]
a moment to introduce may not be familiar with each other. ə ˈməʊmənt tuː ˌɪntrə When would you use this phrase
ourselves. It proposes a brief self-introduction ˈdjuːs ɑːvzɛlvz/ in a meeting? [Beginning]
opportunity, aiming to foster a more
pg. 3 Lesson Plan 150823
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