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i-to-i Level 5 Business Assignment (telephone language) *PASSED!*
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Includes materials and resources, Outstanding feedback and First time Pass! High quality lesson plan for the i-to-i level 5 Business English.
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Name of the Teacher Date Level of the class Length of lessonMrs. Laas 18/05/2022 C1- Advanced level 60 minutes
Lesson Type:
Business English lesson: Telephone Language
Lesson Topic:
Telephone Language:
Leaving a voicemail
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…
Communicate over the telephone using Used the new business English telephone
business English when taking a message on phrases/ words correctly according to their forms
behalf of a colleague or when leaving a and meanings, they will also have practiced the
voicemail. This will be beneficial for those pronunciation of the phrases/ words through
who are currently in a business setting or activities in the lesson.
working towards building a more Practiced using the new phrases/ words through
professional level of communication. speaking activities such as role-play and
Develop and become familiar with phrases reading/ dictation, this will enable them to use
connected to business telephone the phrases in real-life professional settings.
communication/ conversation and use them Be able to easily recognize the meaning and
in real-life situations. form of the phrases used in business English
Pronounce the words and phrases correctly telephone language. This will allow them to have
and gain an understanding of the meaning a better understanding of real-life professional
and form of the words/ phrases. telephone calls.
Anticipated difficulties: Suggested solutions:
Mispronunciation of the constant’s “R”, “L”, Pronunciation can be practiced and corrected in
1
, and “TH”. In Japanese, the “r” sound doesn’t class but for long term results the students need
exist, and this means students tend to use to practice daily even on their own, in class, the
an “l” sound in its place. When it comes to teacher can work on their pronunciation of these
the “th” sound the students will almost often specific sounds by using the drilling technique,
pronounce it as a “sa” or “za” sound. corrections, and requiring the students to
Misusing phrases/ words and overusing practice the sounds verbally out loud. The
certain words/ phrases can make a teacher can also present the students with the
conversation seem unnatural and make it phonemic alphabet to assist them.
difficult for the listener to understand and There will be a focus placed on the
the speaker may come off as unprofessional. understanding the meanings of the phrases and
Due to the age of the students taking the words being used so that they are used at the
lessons they may be reluctant to make appropriate times and places and in the correct
mistakes out of fear of being embarrassed, manner when it comes to the overuse of certain
this may result in them not participating in words/ phrases (example: please, I’m sorry,
class and they may feel their questions/ thank you) the teacher can explain when these
concerns will disrupt the class which is phrases a necessary to be used and alternative
common in the student’s culture. phrases that can be used, students can practice
The company that the students work for is these scenarios with each other to start building
paying for the course and has required these confidence speaking in the correct manner.
students to take it, some of them may not It’s important to take note of the cultural norms
feel very motivated to learn or improve their of the students to anticipate how the students
business English skills and end up not may respond, the Japanese value respect,
making the most of the lessons they attend. authority, and harmony. Team/ group
participation is highly valued in the culture, and
this can be used to encourage learning in a
group/ team setting and activities, encourage
students to speak with each other, give their
opinions and ideas, and ask questions during
class and practice sessions.
2
, The teacher will encourage participation
amongst the students and appeal to how what
they learn can directly impact their work in the
office. It’s important to praise them when they
do well in activities and actively take part in the
class so that they don’t lose motivation to
continue with the lessons and participate.
Target Language Analysis
Include an analysis of the target language you will present 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.
1. Phrase: Please call back…/ Get in touch…
Meaning: Requesting a call back from someone you tried to reach but wasn’t available.
Function: Leaving a voicemail.
Pronunciation: pliːz kɔːl bæk / gɛt ɪn tʌʧ (toPhonetics)
Example: Please call back on (your contact details) when you receive this message, I would like to
(reason for your message). / Get in touch with me when you are free, I would like to discuss/ set up
a meeting/ regarding (the reason for your call).
CCQ: Is this phrase used to receive a message or to leave a message? (Leave a message/
voicemail).
Extra: Use toPhonetics to listen to the pronunciation of the phrases/ sentences.
2. Phrase: Could you please take a message…/ I’d like to leave a message…
Meaning: Asking someone to deliver a message to someone on your behalf. (The person that
answers normally works for or with the person that you are trying to reach).
Function: Leaving a message.
3
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