Essay
TEFL Level 5 420 hour Teaching Business English
- Institution
- I To I Tefl Level 5- 420 Hours
This document contains a lesson plan for Teaching Business English.
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Name of the Teacher Date Level of the class Length of lessonXXXXXXXXX April 2023 C1: Advanced 60 Minutes
Lesson Type: Business English
Lesson Topic: Speaking: Telephone Language: Making Negotiations.
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…
1) Accurately make use of telephonic negotiation 1) Had the opportunity to familiarize themselves with the
language and skills. correct meaning, form, and pronunciation of 8 new language
2) Communicate clearly within negotiation contexts. phrases commonly used during telephonic business
3) Incorporate negotiation skills in practice. negotiations.
2) Become more familiar with specific terms and phrases used
for successful negotiations in order to speak more accurately
and fluently whilst negotiating.
3) Practiced a business negotiation call with a fellow peer
through roleplay.
Anticipated difficulties: Suggested solutions:
1. The class is composed of 7 men and 5 women, it 1. Teacher should ensure that men are grouped together; and
could appear that the men dominate the class that women are grouped together for activities. This will
seeing that they are more (quantity) than the encourage participation with ease.
women. Also, this could lead to the women being
shyer when it comes to speaking and interacting. 2. With the above-mentioned grouping idea, it is also
suggested that teacher tries to group student ages that are
, relatively close to another, with one another where
2. The class ranges from ages 35-45. It could appear possible. This will enable students to be more at ease during
that the older students dominate the class as they activities.
exhibit that they know more, pertaining to the
topic. 3. Teacher should advise the students to only try to speak in
English, and if they are uncertain of specific words or needs
3. Seeing that all the learners are monolingual, one help from another student with translation, they are
could expect that they are more comfortable in allowed to quickly communicate in their L1. However, as a
speaking in their L1 and will use this as the common rule, they should be reminded that this is an English class
means of communication. and that they should try their ultimate best to first
communicate in English before reverting to their L1.
4. Students working in the company for a longer
period than others may portray stronger language 4. To combat this, teacher should also keep in mind pairing up
skills and also be more knowledgeable in certain the stronger students with each other to ensure that they
language areas in comparison to others. This could are working and progressing at a reasonable pace, adapting
lead to them perceiving certain areas of the lesson certain tasks where necessary to ensure continuous
to be boring or unchallenging. motivation and engagement.
5. When it comes to the subskill of speaking, namely 5. To address and overcome this, the teacher will pay special
pronunciation, Japanese students tend to blend attention to choral drilling techniques, ensuring that they
their English ‘l’ and ‘r’ sounds. can identify the differences and pronounce these two
different sounds with accuracy.
Target Language Analysis
Language Item Function Pronunciation Concept Checking Questions (CCQ’s)
“I am calling from …” Making Contact. “aɪ æm ˈkɔːlɪŋ frɒm …” 1) Is this phrase used at the
beginning or at the end of
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