Hi. I've completed a Biz English lesson plan for my Tefl course. The brief was:
Your class is going to take part in a role-play activity and they will work in groups of 4. The lesson is a 90 minute one and for your final task, you are asked to plan the first 45 minutes of the lesson; this will involve revising appropriate structures, and eliciting and presenting language suitable for the meeting.
Decide what language you are going to elicit and present before the role-play.
Four managers are going to meet and decide how to reduce the running costs of a multinational manufacturing Company. (The managers come from different countries and if you wish, you can decide their nationalities.)
1. Human Resources Manager (who is keen to minimize the affects of restructuring)
2. Finance Manager (who believes it’s imperative to lay off staff)
3. Sales Manager (who is optimistic about the future of the company)
4. Marketing Manager (who believes the new marketing strategy will succeed)
1. To increase your learners’ productive use of unfamiliar language
2. To focus on appropriate language and intonation for meetings and discussions.
I've made a lesson plan. Please tell me if the content is suitable, and if the time is appropriate for each activity. Also, I made up the 'assumed knowledge'. (How can one know that unless one is teaching students?)
Also, I dont know what to do about intonation, pronunciation, ie, what problems the students would encounter in these.
I dont know how correct my 'anticipated problems' are and the solutions.
I'd really appreciate your help. Thanks Lucy!
Level Lower Intermediate – Business English (Adults)
Lesson Length First 45 minutes of 90 minute lesson
Objective For students to prepare for a role play by practicing vocabulary and structures that will be used in the role play.
Role play: a meeting that will be held between 4 people to discuss reducing costs of company. The 5th person will be Meeting Chairman.
Target Language 1. Opening the meeting/Introduction: MC: Good morning/afternoon everyone. Let’s get started/ start the meeting/ start. I’d like to thank you all for coming to today’s meeting.
2. Stating the Principal Objectives: We’re here today to discuss / Our aim is to…
3. Introducing the Agenda: Have you all received a copy of the agenda? / There are 3 items on the agenda. First…
4. Allocating roles: (name of participant) has agreed to take the minutes. / (name of participant) would you mind taking notes today?
5. Agreeing on ground rules for meeting (contributions, timing, decision-making, etc): I suggest we go round the table first/ we’ll have to keep each item to 10 minutes, otherwise we’ll run out of time/ we may need to vote on item 5, if we can’t get a unanimous decision.
6. Introducing First item on Agenda: so the first item on the agenda is / Pete would you like to kick off? / Let’s go over the first item/ Tim, would you like to give some background on item 1?
7. Closing an item: I think that covers the first item.
8. Next item: Let’s move on to the next item.
9. Asking for opinions: George, would you like to add something to that?
10. Checking for consensus: Does everyone agree?
11. Summarizing: Before we close, let me summarize the points/ to sum up/ shall I go over the main points?
12. Thanking participants for attending: Thank you all for attending/ Thanks for your participation/ I’d like to thank Tim and Cathy for coming over from Athens.
13. Closing the meeting: The meeting is closed/ That's all for today/That's it then. (informal)/The meeting is adjourned. (very formal)
Pre-Teach Vocabulary: Agenda; chairman; consensus; item; minutes; show of hands; unanimous; vote; main points; sluggish (sales, economy, etc); forecast; outlined; sack/dismiss/lay off
Pre-Teach Phrasal Verbs: Open a meeting; to go over; to move on; to give some background; out of time; to close a meeting; to add something to a discussion; kick off
Assumed Knowledge 1. Students have studied a few phrasal verbs recently.
2. Students know the verbs in the phrasal verbs.
3. Students are familiar with role-plays.
Anticipated Problems 1. Students might get overwhelmed with all the target structures and vocabulary and phrasal verbs.
2. 45 minutes may not be enough to cover all the above, rendering role-play useless.
3. With intonation and pronunciation
Solutions 1. For (3), drill pronunciation and intonation and pitch and tone.
2. For (2), if time is not enough, cut out some of the target structures and/or phrasal verbs.
3. Use elicitation and CCQ’s.
Preparation & Aids White board markers; whiteboard; gap-fill exercise sheets; target structures sheet.
Stage Activity Interaction Timing
1 Warmer: Students in pairs talk about topic: What do you like most about your job?
Aim: For students to talk about topic related to work and upcoming topic. Fluency practice.
Seating: Students sit opposite each other. PW 2 mins
2 Plenary: Teacher nominates a few students to tell their partner’s answer.
Seating: Students sit in seats. T-S 1 min
3 Vocabulary & Phrasal Verbs Check: Give sentence in context, then elicit meaning. Finally give meaning if students unable. Drill vocabulary and phrasal verbs. Use CCQ’s with difficult vocabulary and phrasal verbs.
-To go over: to review something to check it.
I’m not sure my figures are accurate. Can we go over them again?
He went over the main points again to make sure we understood.
- I’d like to kick off the discussion, if I may.
- They were unanimous in their decision to sack the sales officer.
CCQ’s: When we go over something, are we walking over it?
When we go over something, are we reading it again?
When we go over something, do we understand it again?
When a decision is unanimous, is everyone happy with it?
When a decision is unanimous, does everyone agree to it?
Aim: For students to learn upcoming vocabulary. T-S 15 min
4 Practice Exercise: Students in pairs complete gap-fill exercise of some, not all, phrasal verbs and vocabulary sentences in context of a letter or dialogue.
Aim: Students practice vocabulary and phrasal verbs.
Seating: Students sit in seats. PW 4 mins
5 Plenary: Teacher checks answers with class.
Aim: To confirm correct answers and correct errors if necessary. T-S 2 min
6 Introduction Target Language: Elicit stages and content of meeting. Pass out written target language. Drill target language. Elicit how to reduce costs of company.
Aim: For students to understand how a meeting is run and how to participate in a meeting; & to understand the language used in a meeting. T-S 21 mins