This is a Business English lesson plan on Telephone language focusing on handling customer complaints. This is a new document with a very thorough, well-researched, and well-presented lesson plan, which includes the common phrases used, materials, and references. This document will help you save ...
Name of the Teacher Date Level of the class Length of lesson
13.04.2024 Upper-intermediate (B2) 60 minutes
Lesson Type: Speaking Skills
Lesson Topic: Telephone Language – Handling Customer Complaints.
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 and understand common phrases and expressions used to Demonstrated an understanding of common phrases and expressions used to handle
handle customer complaints over the phone. customer complaint over the phone.
Use appropriate language and communication strategies to effectively Successfully completed a matching exercise, showcasing their comprehension of the
address customer complaints on the phone. functions for each of the phrases.
Recognize the importance of empathy, active listening, and Practiced using the newly acquired language in role-play exercises simulating a
professionalism when resolving customer complaints, especially with telephone-based customer complaint scenario.
international clients.
Developed the skills and confidence necessary to handle telephone-based customer
complaints effectively and professionally in English.
,Anticipated difficulties: Suggested solutions:
1. L1(Japanese) 1. Identify and address specific pronunciation challenges common to Japanese
The students' native Japanese language may affect their English speakers and provide exercises that target these challenges. Develop a
pronunciation and vocabulary. They might find it challenging to pronunciation guide tailored to Japanese learners, providing insights into
pronounce certain English sounds, like 'l' and 'r', or use the right common pitfalls and strategies for improvement. Additionally, interactive
intonation in longer sentences. activities and role-playing scenarios will provide opportunities for practical
Additionally, they may have limited opportunities to practice English English usage. Encouraging students to engage in English conversations
outside of class, either at home or at work where they mainly speak outside of class through language exchange partnerships or online resources
Japanese. can further support their language development.
2. Show the students how the course content can help them grow professionally.
2. Pressure Explain how improving their English skills can directly benefit their work
The fact that the boss paid for the course may create pressure for performance and lead to career advancement. Encourage students to set their
students to demonstrate tangible results or improvements in their own learning goals within the course. This helps them see how learning English
English skills. This pressure could stress them out and make it harder can be important for them personally. Tailor the lessons to fit the specific needs
for them to enjoy learning. Also, students might have their own goals for and challenges they face at work. This makes the learning experience more
learning English that don't match what the boss expects, which could relevant and meaningful. Talk to the students about their goals and reassure
add to their stress. them that progress takes time. Creating a supportive environment where they
can share their concerns helps reduce pressure.
3. Age (35-45)
3. Understand that people in this age group may have different work experiences,
The students' age range may result in differences in preferred learning
use a diverse range of examples and scenarios that resonate with professionals
styles, and expectations for the course. These differences could lead to
in their mid-thirties to mid-forties. Tailor the content to be relatable and
sensitivity towards teaching methods or topics, due to diverse
applicable to the diverse backgrounds and expectations within this specific age
experiences and expectations associated with different age groups. This
demographic. Encouraging open communication and feedback from students
sensitivity may influence how students react to different teaching
about their learning preferences and needs can also help create a more
approaches and perceive the relevance of the course content to their
inclusive and effective learning environment.
professional and personal lives.
4. Dedicate time to exploring common idiomatic expressions and phrasal verbs
4. Target language (grammar)
used in telephone language. Discuss their figurative meanings and provide
Japanese learners may face difficulties in grasping idiomatic expressions
examples to illustrate how they are used in context. Break longer sentences
and phrasal verbs used in the target phrases, such as "walk me through."
The figurative meanings of these expressions may not match literal into smaller parts to make them easier to understand. Teach students to
translations, causing confusion. Additionally, the target language focus on expressing one idea at a time, gradually building their ability to
involves complex grammatical structures, and Japanese learners may construct more complex sentences.
find it challenging to construct and deliver longer sentences.
5. Start lessons with engaging icebreaker activities to help students become more
comfortable speaking English in a relaxed setting. Incorporate regular speaking
, 5. Cultural activities that encourage participation. Foster a classroom atmosphere that
In Japanese culture, being polite and humble is important. This might encourages risk-taking and embraces mistakes as part of the learning process.
make some students shy in English-speaking situations. This reserved Emphasize that the goal is effective communication rather than perfection.
nature might stem from a cultural emphasis on avoiding mistakes and
maintaining harmony in communication.
6. Tailor the lesson content to be adaptable to various business contexts. Use
6. Different departments scenarios and role-plays that encompass a range of departmental situations,
Students come from different departments within the allowing students to apply the language skills to their specific roles. Provide
telecommunications company leading to varied industry-specific opportunities for students to share department-specific terminology and
language exposure, roles, and responsibilities. experiences.
Target Language Analysis
Language Item Meaning Function What to teach about the What to teach about CCQs
form the Pronunciation
1. I regret to hear The phrase conveys Showing empathy and Regret (formal You are = You’re Do you feel happy
that you're empathy towards the concern for the expression) = feeling or sad about the
experiencing this customer's situation and customer's situation. sorry or sad about IPA: /aɪ rɪˈɡrɛt tuː hɪr issue? (Sad)
problem. acknowledges the issue something. ðæt jʊər ɪksˈpɪərɪənsɪŋ
they are experiencing. Regret to + verb ðɪs ˈprɒbləm/
It sets a respectful and
empathetic tone for
further communication,
signaling to the
customer that their
issue is being taken
seriously.
2. We appreciate you This phrase means that Expressing gratitude Appreciate (Verb) = to IPA: /wiː əˈpriːʃiˌeɪt juː Are you saying
bringing this the speaker is thankful and acknowledging recognize the value or ˈbrɪŋɪŋ ðɪs ˈmætə tuː thank you or sorry?
to the customer for the customer's ˈaʊər əˈtɛnʃən/ (Thank you)
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