Lesson developed to engage business students through telephonic conversation. It is tailored according the needs of speaking for this specific group of students.
Name of the Teacher Date Level of the class Length of lesson
Cindy Jenneke 17.11.21 Advanced 60 minutes
Lesson Type:
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 By the end of the lesson, students will have…
to…
• Identify the correct way of taking a message • Watched a video on the correct and incorrect way of
telephonically. taking a message telephonically.
• Listen for gist by identifying the telephone • Worked in groups and identified the target language
phrases used to take a message on behalf of a by writing it down on the worksheet provided.
colleague.
• Use telephone phrases more appropriately and • Practiced the telephone phrases provided by the
fluently. teacher by repeating after the teacher.
• Take a message via the telephone using the • Role played a ‘real-life’ situation of taking a message
correct way and also the telephone phrases for a colleague.
learned in the “teach” section.
1
,Anticipated difficulties: Suggested solutions:
1. Punctuality is of high regard in this cultural 1. Lesson must start promptly and all activities should
group. be ready – make sure all material and videos are at
hand when needed. Come 10 minutes before the
lesson starts to prep everything for the lesson.
2. Hierarchical groups are of importance, 2. By now, teacher is aware of these ranks formed in
especially in the “business world”, and the class and will accommodate it by allowing
“etiquette and behavior show deference to students’ preferences in grouping which will elicit
these social ranks”. the most of what the lesson has to offer.
3. Sometimes this cultural group can be offended 3. The TTT model will accommodate this anticipated
by correction of mistakes; mistakes and errors difficulty by allowing the teacher to observe any
are usually done in private or at a later time. errors made and will be subtly dealt with in the
“teach” section of the lesson.
4. Allow for this to happen and give them ample time
4. “Individuals tend to act and communicate in a
to reflect on the target language. Group work and
deliberate manner and with restraint in order to
even pair work will be the preferred options so as to
maintain their face”.
accommodate this anticipated challenge in the
lesson; teacher must also allow the lesson to be
carried out at their pace.
2
, 5. “It is common for there to be periods of silence 5. “Avoid the urge to fill the silence as it may be viewed
during the lesson.” as impatient.” Once again, teacher must be
cognizant of the students’ pace.
Target Language Analysis
Include an analysis of the target language you will present in order for your learners to complete the ‘real-life’
task you have chosen.
● Choose your set phrases (8-12 is appropriate)
● Analyse them in a paragraph or table
● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing),
plus anything else you think is interesting
Function Meaning Telephone phrases Telephone phrases
Receiver Caller
The person answering the Good morning / Good
call is requesting how they afternoon…
can help. /gʊd mɔ:nɪŋ / gʊd
The caller is requesting to ɑ:ftənu:n/
be connected to somebody
at the company. This is John Brown speaking
Answering the phone /ðɪs ɪz d͡ʒɒn bɹaʊ̯ n spi:kɪŋ/
(Receiver)
Can I help you?
kan i hɛlb jʊ̯ ?
3
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