NEW TEFL BUSINESS ENGLISH Assignment: HOSTING A MEETING [CLIENT MEETING]
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Course
TEFL Teacher Training
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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 HOSTING A MEETING on the context of - A CLIENT MEETING. I passed this assignment, making it a reliable and valuable resource. This is recent and fresh material, so you...
Name of the Teacher Date Level of the class Length of lesson
01.10.2024 Upper-intermediate (B2) 60 minutes
Lesson Type: Speaking Skills.
Lesson Topic: Hosting a client 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…
Demonstrated their understanding of common phrases and
expressions for hosting client meetings by accurately matching each
Use appropriate phrases and expressions to effectively
phrase to its appropriate function in a matching activity.
host a client meeting.
Engaged in a role-play activity simulating a client meeting to practice
Navigate different stages of a client meeting, including
using the target phrases and enhance their speaking skills.
introductions, setting the agenda, leading discussions,
and closing the meeting.
Acquired both the skills and confidence to host client meetings
professionally and efficiently in English.
Demonstrate polite and professional communication
skills when hosting client meetings.
,Anticipated difficulties: Suggested solutions:
1. Students' native Japanese language may affect their 1. Identify and address pronunciation challenges specific to Japanese speakers
pronunciation of certain English sounds and their use of by providing targeted exercises. Create a pronunciation guide tailored to
correct intonation in longer sentences. Japanese learners, highlighting common difficulties and offering strategies for
improvement.
2. Upper-intermediate students have a good grasp of English but 2. Explore common idiomatic expressions and phrasal verbs found in common
may struggle with idiomatic expressions and phrasal verbs phrases used in meeting with the students. Discuss their figurative meanings
found in the target language due to their figurative meanings and provide examples to illustrate how they are used in context.
which can be confusing to B2 students.
3. Recognize the diverse work experiences of this age group and use varied
3. Differences in students' ages may result in varying learning examples and scenarios that resonate with professionals in their mid-thirties
styles and course expectations. These differences can affect to mid-forties. Tailor content to be relatable and applicable to their
their sensitivity to teaching methods and topics, influencing backgrounds and expectations. Encourage open communication and feedback
their reactions to different approaches and their perception of to address their learning preferences and needs, creating a more inclusive
the course content's relevance to their professional and and effective learning environment.
personal lives.
4. Provide focused grammar exercises that break down complex structures into
4. The target language includes complex grammatical structures manageable parts. Teach students to focus on expressing one idea at a time,
that can be challenging for Japanese learners, especially gradually building their ability to construct more complex sentences. Use
when forming and using longer sentences. clear examples of telephone conversations to illustrate these structures in
context. Provide ample practice opportunities through role-plays and scripted
5. Japanese culture places a high value on politeness and dialogues to reinforce understanding.
humility, which may cause students to be shy in English-
speaking situations, hindering participation. This reserved 5. Create a supportive and encouraging classroom environment to help students
behavior often results from a cultural emphasis on avoiding feel comfortable speaking. Emphasize that making mistakes is a natural part
mistakes and preserving harmony in communication. of learning. Use pair and group activities to build confidence and gradually
increase participation.
6. Employer-funded courses may pressure students to show
tangible improvement, causing stress and reducing 6. Encourage students to set personal learning goals that align with course
enjoyment in learning. Their personal learning goals may also objectives to reduce pressure. Regularly discuss progress and celebrate small
differ from the boss's expectations, adding to their stress. achievements to boost confidence. Create a positive and supportive learning
environment to help students feel comfortable and motivated.
, Target Language Analysis
Language Item Meaning Function What to teach What to teach about CCQs
about the form the Pronunciation
1. I’d like to extend A formal greeting to Welcoming Part of speech = IPA: /aɪd laɪk tə ɪkˈstɛnd Do you use this phrase to
a warm welcome begin the meeting and participants Extend (verb), Warm ə wɔrm ˈwɛlkəm tə ˈɛvrɪ welcome participants to
to everyone. My show appreciation to and welcome (idiomatic ˌwʌn/ the meeting? [Yes]
name is [Your
the participants for introducing expression) /maɪ neɪm ɪz [jʊər neɪm],
Do you use this phrase at
Name], and I am the beginning or end of the
[Your Role/Title]. attending the yourself ənd aɪ æm [jʊər meeting? [Beginning]
meeting. I’d = (contraction of roʊl/taɪtl]/
Following that, it "I would")
introduces the Contraction: I would =
speaker, sharing their I’d
name and professional
role. Stressed = "extend,"
"warm welcome,"
"everyone," "name,"
"role/title"
Intonation = Rising
intonation on "welcome"
and "everyone."
2. Let's take a This expression is Facilitating Let's = (contraction IPA: /lɛts teɪk ə Are you asking everyone to
moment to used by the person introductions of "let us") ˈmoʊmənt tə ˌɪntrəˈdus introduce themselves?
introduce leading the meeting to ˌaʊərˈsɛlvz/ (Yes)
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