LESSON PLAN

BUSINESS WRITING
for PT. CAP Cilegon GROUP C
(30 January 2018)
MEETING 5: TEACH-PRACTICE 2 (UNIT 2B)

Lesson Main Objectives:

 To develop students’ writing skill in the context of reviewing the purpose of meeting minutes
 To develop students’ writing skill in comparing and evaluating different styles of meeting
minutes

Materials:
 Writing for Impact (pages 12 – 13)
 PPT slides
 Audio
 Supplement materials (source: internet, video)

TIME STAGE DESCRIPTION

15 Warmer: Aims / 1. T explains the aims / objectives of today’s lesson.

mins Objectives of 2. T elicits briefly from Ss what the purpose of meeting minutes
today’s lesson might be, and some basic ways that the styles of minutes can
vary (e.g. length, structure, level of formality).
3. T directs Ss’ attention to the two quotes written by Peter Drucker
and J. K. Galbraith on the slide.
4. T asks Ss to read the quotes and checks their understanding
about the word ‘indispensible’ written on one of the quotes.
5. T shows the definition of indispensible to Ss on the slide and
compares with the Ss’ answers.
6. Below the quotes, T shows 3 questions and asks Ss to discuss the
questions in pairs and share the ideas with other Ss.
7. T elicits from Ss the answers of the 3 questions related to the
quotes shown on the slide.
8. As they are done answering, T shows the suggested answers
related to the 3 questions.
9. For the additional information, T may also share to Ss who the
writers of the quotes were.
15 Teach: Review 1. T elicits briefly from Ss some examples of how to ‘develop team
mins the purpose of working’ (e.g. hold staff integration days, have open-plan offices
meeting rather than individual offices, offer incentives for teams, etc.).
2. T points out the Exercise 2 and asks Ss to create an action plan to
minutes
develop team-working within their office/department in a
meeting.
3. T ensures that Ss know to take good notes during the meeting by
showing the sides of taking good notes examples.
4. T divides the Ss into 3 groups with 4 Ss in each group.
5. T allows five minutes for the Ss to have the meetings, five
minutes for them to write up their minutes, and five minutes to
compare their minutes with others in their groups.
6. T monitors Ss’ activity and gives help when necessary.
7. As they are done, Ss deliver the answers one by one and T
discusses any similatities and differences with a class.
45 Practice: 1. T goes through the notes with Ss to elicit what the missing
mins Compare and information might be.
evaluate 2. T plays the recording for Ss to take notes.
3. Ss compare their answers in pairs, including whether they agree
different styles
with the speaker’s opinions.
of meeting 4. Ss listen a second time if necessary before feeding back to the
minutes class.
5. Then T asks Ss to read the extracts from meeting minutes on page
80.
6. Ss read the extracts and the tip given on page 13 to identify the
four questions on the tip.
7. Ss answer the four questions related to the tip.
8. Ss discuss briefly how the answers might affect the style of
minutes.
9. As they are done, T shows the Ss the slides of the suggested
answers related to the four questions of the tip and compares
with the Ss’ answers.
10. Then, T asks Ss to discuss the questions on Exercise 5 page 13 in
pairs and then share their ideas with others.
15 Closing: 1. T elicits briefly from Ss what might be discussed in a weekly
mins Listening meeting of a marketing and communications team.
exercise 2. T ensures Ss know to make notes only of the items (i.e. the first
column).
3. T plays the recording for the Ss to complete the task on Exercise 7
page 13.
4. Ss compare in pairs, including what else they remember about
each item, and then T check Ss’ answers with Ss.
5. T plays the recording a second time for Ss to complete the rest of
the table.
6. Ss check in pairs and feedback.
7. T focused on the form of Ss’ notes (i.e. omitted words, etc) as
well as the content.
8. Finally, T tells Ss to compare their notes with those in the Key on
page 66.
9. T discusses any important differences with the Ss.