MATERIAL FOR MOCK LESSON

ADVANCED LESSON 09 – HOW TO DISCUSS RESOURCES

MATERIAL FOR MOCK LESSON
ADVANCED LESSON 09 – HOW TO DISCUSS RESOURCES

EXPECTED FLOW of the MOCK LESSON

Starter: This is designed as a “warm-up

exercise” to kick-start the lesson. Try to spend
less than 3 minutes in this section since this
exercise is comprised of 2 questions only.
MATERIAL FOR MOCK LESSON
ADVANCED LESSON 09 – HOW TO DISCUSS RESOURCES

Expressions: Be sensitive to the student’s request as to which

item/s he/she prefers to discuss.
MATERIAL FOR MOCK LESSON
ADVANCED LESSON 09 – HOW TO DISCUSS RESOURCES

EXPECTED FLOW of the MOCK LESSON

Speaking: Role-play Item 01 with the

student. Be prepared with sample
answers for this part of the exercise.
You need not tackle Item 02.

Language Box: Discuss

“Language Box”
afterwards. Some
expressions may have
been discussed
already—they may
have been tackled
during the discussion
of the other sections.
MATERIAL FOR MOCK LESSON
ADVANCED LESSON 09 – HOW TO DISCUSS RESOURCES

LISTENING SCRIPT
MATERIAL FOR MOCK LESSON
ADVANCED LESSON 09 – HOW TO DISCUSS RESOURCES

TEACHER’S MANUAL – ANSWER KEY

MATERIAL FOR MOCK LESSON
TUTORING NOTE
Student’s Profile - 1st Tutoring Note
STUDENT NICK NAME: Akiko Ishikawa
Occupation: Has been working as a project management trainee for 4 months
Hobbies: Swimming, photography
Reason to Study English To gain confidence in working in a multi-national company
Test to take: None
Business English: office scenarios, business transactions including participating in meetings and
Specific Topic to Study: conferences (e.g. appropriate wording when raising arguments), mail correspondences, and the
like
Student’s Goal with
To be able to present confidently in groups
his/her Proficiency:
MATERIAL FOR MOCK LESSON
TUTORING NOTE
1st Tutoring Note
Material: 1st B2B Class: business English needs analysis requested
B2B student was asked of the nature of her job and what business skills she aims to
Detail of Material Covered:
concentrate in learning
Preliminary Assessment of the Student’s English Proficiency

The student is conversational and is able to easily find the words she desires to use. She
has to work on however, on the practical or business terms to use.
Vocabulary Bank and Word Choice:
Example: The student said “She’s newly moved to the Tokyo subsidiary” when she meant
“newly-transferred”.

a. Student’s Request/ New Lesson Recommendation:

She expressed intent to be competent in speaking and writing in English at work.
a. Tutor’s Comments:
Evaluation on the Major Criteria:
1. Elaboration – She can be a bit passive at times, perhaps she needs to just warm-up more a bit.
2. Fluency – There isn’t much difficulty in conversing with her as she could generally convey her thoughts, though there is some
struggle in elaborating her thoughts. She needs to be prodded at times as her answers could be brief.
MATERIAL FOR MOCK LESSON
TUTORING NOTE
2nd Tutoring Note
STUDENT NICK NAME: Akiko

The student chose the chapter to be discussed.

Material: Business – One: One
Advance Lesson 07 – How to be an Intermediary
p. 08
Detail of Material Covered: Expressions
Language Box

Pronunciation, Accent, Diction: Local accent was still notable.

Vocabulary Bank and Word Choice: She tended to use up a lot of fillers.

a. Student’s Request/ New Lesson Recommendation:

The student requested that the next tutor provide her a video clip related to the next chosen lesson.
Lesson 10: How to Update on Progress

b. Tutor’s Comments:
Evaluation on the Major Criteria:
1. Vocal Tone – modulated but she speaks in a monotone.
2. Fluency – She could actually speak good English but she doesn’t seem to be confident yet. She needs to be asked to
elaborate before she explains a bit more.
MATERIAL FOR MOCK LESSON
TUTORING NOTE
3rd Tutoring Note
STUDENT NICK NAME: Akiko

Material: Video-clip discussion: The Business of English

Detail of Material Covered: Episode 7 – A Report on Progress

A common mistake is the preposition usage. He would use "to" when "at" is the
Grammar & Sentence-construction:
appropriate word to use.
She tends to use inappropriate terms of awkwardly-constructed sentences when at a loss
Vocabulary Bank and Word Choice:
for the business terminology that she wants to use.
She was able to summarize the contents of the video clip though her understanding of
Listening Comprehension:
the contents may not be that accurate.

a. Student’s Request/ New Lesson Recommendation:

The student expressed interest in studying Advanced Lesson 08 – How to Plan a Project; Expressions and Speaking Exercises.
a. Tutor’s Comments:
Corrections and suggestions should be clearly outlined to her since she tends to misinterpret definitions of terms especially when
used in the business context.
Evaluation on the Major Criteria:
1. Elaboration – She is capable of summarizing but not necessarily integrating completely her thoughts on the content.
2. Fluency – She needs to work on her pacing. Sometimes, when she attempts to speak faster, it sounds like she’s eating up
her words.
MATERIAL FOR MOCK LESSON
TUTORING NOTE
Latest Tutoring Note
STUDENT NICK NAME: Akiko

Business – One: One

Material:
Lesson 08 – How to Plan a Project, Expressions and Speaking Exercises
p. 18
Detail of Material Covered:
Starter, Expressions, and Speaking Exercises
Unnecessary article usage was noted. She also had some trouble in negating adjectives.
Sometimes, she also uses the incorrect form of the word or the part of speech. There were
missing verbs at times after modals or she must be using nouns to function as verbs.
in the college --> in college
Grammar & Sentence-Construction:
unefficient logic --> inefficient logic
in that regards --> in that regard
I'm hesitate to say... = "I am hesitant to say..."/ "I'm hesitating to say...“
he should effort more --> he should exert effort more
Spontaneous though not necessarily fluent as she tends to say "you know" in between the
Overall Fluency & Spontaneity:
words.

a. Student’s Request/ New Lesson Recommendation:

The student requested to discuss Advanced Lesson 09: How to discuss resources
a. Tutor’s Comments:
The tutor should be ready for the student’s impromptu questions.