NEW TEFL BUSINESS ENGLISH Assignment: TELEPHONE LANGUAGE [HANDLING CUSTOMER COMPLAINTS]
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Course
TEFL Teacher Training
Institution
TEFL Teacher Training
This new and comprehensive assignment is the BUSINESS ENGLISH ASSIGNMENT for the i-to-i TEFL course. This one focuses on the topic TELEPHONE LANGUAGE on the context of - HANDLING CUSTOMER COMPLAINTS ON THE PHONE. I passed this assignment, making it a reliable and valuable resource. This is recent ...
Name of the Teacher Date Level of the class Length of lesson
01.10.2024 Upper-intermediate (B2) 60 minutes
Lesson Type:
Speaking Skill
Lesson Topic:
Telephone Language - Handling Complaints.
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…
Understand common phrases and expressions used to Demonstrated an understanding of common phrases and expressions
handle customer complaints over the phone. used to handle customer complaints over the phone.
Respond to customer complaints on the phone in a Showed comprehension of the appropriate usage of each phrase by
professional manner, using appropriate language. successfully matching them to the corresponding scenarios in a
matching activity.
Demonstrate effective communication skills to resolve
customer issues and maintain customer satisfaction. Participated in role-play activities simulating real-life customer
complaint scenarios to practice their speaking skills.
Acquired both the skills and confidence required to handle telephone-
based customer complaints professionally and efficiently in English.
,Anticipated difficulties: Suggested solutions:
1. First Language (Japanese) 1. Address specific pronunciation challenges common to Japanese speakers and
Students' native Japanese language may influence their English provide exercises that target these challenges. Develop a pronunciation guide
pronunciation and vocabulary. They might struggle with certain tailored to Japanese learners, providing insights into common pitfalls and
English sounds, such as 'l' and 'r', and may find it challenging to strategies for improvement. Additionally, interactive activities and role-playing
scenarios will provide opportunities for practical English usage. Encouraging
maintain the correct intonation in longer sentences. Moreover,
students to engage in English conversations outside of class through language
they may have limited chances to practice English outside the exchange partnerships or online resources can further support their language
classroom, especially in environments like home or work where development.
Japanese is predominantly spoken.
2. Be mindful of diverse learning styles and expectations within this age group to
2. Age (35-45) create an inclusive class. Use a diverse range of examples and scenarios that
Students in this age group might have different learning styles resonate with professionals in their mid-thirties to mid-forties. Tailor the
and expectations because of their life experiences. These content to be relatable and applicable to the diverse backgrounds and
differences could affect how they feel about the course content expectations within this specific age demographic. Encouraging open
communication and feedback from students about their learning preferences
and teaching methods, impacting their engagement and views on
and needs can also help create a more inclusive and effective learning
the course's relevance to their work and personal lives. environment.
3. Level (Upper-Intermediate) 3. Take some time to explore common idiomatic expressions and phrasal verbs
Students at the upper-intermediate level have a solid used in telephone language. Discuss their figurative meanings and provide
understanding of English but might find it hard to understand examples to illustrate how they are used in context. Incorporate interactive
idiomatic expressions and phrasal verbs found in the target exercises and practice activities to reinforce learning and build confidence in
language. These phrases can be confusing for students because applying these advanced language features.
their literal translations don't always match their figurative
meanings. 4. Offer clear explanations and examples of complex grammatical structures to
help Japanese learners understand and use longer sentences correctly. Break
longer sentences into smaller parts to make them easier to understand. Teach
4. Target language (grammar) students to focus on expressing one idea at a time, gradually building their
The target language includes complex grammatical structures ability to construct more complex sentences.
that can be challenging for Japanese learners, especially when
forming and using longer sentences. 5. Demonstrate to students how the course material can enhance their
professional development. Create a supportive classroom environment where
students feel comfortable sharing their goals and concerns. Provide regular
5. Pressure feedback and reassurance to boost their confidence and reduce anxiety. Tailor
Since the boss is paying for the course, students might feel the lessons to fit the specific needs and challenges they face at work. This
, pressured to show noticeable progress or improvements in their makes the learning experience more relevant and meaningful.
English language abilities. This expectation to demonstrate
tangible results can create stress and anxiety, potentially
affecting their overall learning experience and enjoyment.
Target Language Analysis
Language Item Meaning Function What to teach about What to teach CCQs
the form about the
Pronunciation
1. I regret to hear This phrase shows that Acknowledging Regret (formal You have = You’ve Does the speaker feel
that you've the speaker acknowledges the Complaint expression) = sorry about the
encountered the complaint and is feeling sorry or sad IPA: /aɪ rɪˈɡrɛt tuː hɪr customer's problem?
an issue with concerned about the about something. (Yes)
ðæt juːv ɪnˈkaʊntərd
problem or issue the Regret to + verb. Is this phrase used to
[product/servic ən ˈɪʃuː wɪð
customer has experienced Encountered = acknowledge a
e]. with a product or service. Experienced or [________]/ customer's
faced. complaint? (Yes)
2. I understand This phrase shows that Expressing how frustrating = IPA: /aɪ ˌʌndərˈstænd Is the speaker
how frustrating the speaker recognizes Empathy. “how" relative haʊ ˈfrʌstreɪtɪŋ ðæt acknowledging the
that must be the difficulty of the pronoun + noun mʌst biː fɔːr juː/ customer's feelings?
for you." phrase (Yes)
situation and sympathizes
"frustrating", Does this phrase
with the customer's indicating the show empathy? (Yes)
feelings. manner or extent of
the frustration.
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