English Language Skills Development and Training for Bank Employees

This report provides a comprehensive overview of an English language training program designed for bank employees. The program focuses on enhancing communication skills essential for the banking sector, including letter writing, listening skills, telephone etiquette, and report writing. The lessons are structured to connect ideas and build upon previous topics, ensuring a solid foundation for learning. The report details lesson plans, teaching methodologies, and assessment strategies, emphasizing the importance of student engagement, practical application, and critical thinking. It covers various subtopics such as letter writing skills, listening skills, telephone skills, and report writing and also incorporates different materials, online and physical analysis, interactive models, and numeracy exercises to facilitate effective learning and encourage students to apply their knowledge. The program concludes with assessment exercises, financial and economic model creation, and class discussions to evaluate understanding and promote critical thinking, ensuring the bank employees are well-equipped with English language skills for their professional roles. The report also includes references to support the methodologies and concepts used.

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Introduction
There are different specific objectives in every lesson in the outlined topic sequence
under the unit (Pang, 2016, p 247). The objectives of each topic in the unit are attainable through
a connection of ideas and flow of concepts from previous topics which lay a foundation for the
next topic concepts (Eradze and Laanpere, 2017, p 506). Upon completion of this topic, the eight
bank employees should have learnt different concepts surrounding letter writing, listening skills,
telephone skills, report writing, and note-taking. In order to achieve the different objectives and
goals of this topic on the eight bank employees, the lessons will divided in various subtopics
under which each has set objectives (Pang, 2016, p 451). It is after these sub-topics that the eight
bank employees will evaluate whether they have achieved the different set goals of the sub-topic
and eventually analyze and assess the knowledge that they have learnt upon covering all the
lessons. The main objectives of the topic are to equip the eight bank employees with knowledge
regarding English as well as learning it with a clear understanding of the US businesses, and
ensure that they know the rights and responsibilities of consumers. The lessons are also aimed at
enlightening the eight bank employees on skills regarding letter writing, telephone, and report
writing.
Letter Writing
The bank employees have tackled different important concepts surrounding economics
and business. Precisely, the employees know all about the nature of bank operations and business
and the significant factors attached to these businesses such as consumers, suppliers and the
government among others. This lesson falls within the business and banking framework
precisely within a broader unit on communication literacy (Suppa, 2015). As a result,
developing a concrete and well strategized letter writing lesson is very crucial. I will plan the

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lesson by researching on all the relevant business letter writing skills that one should acquaint
themselves with. Under this, I will format a well-guided lesson on all the skills that the students
should familiarize themselves. In addition to this, I will come up with different types of letters
that the students need to write in the course of their work. After this, I will also come up with all
the points and end results that the bank employees should expect after the letter writing lesson.
Gaining attention from the students is one of the most important measures a teacher
should achieve (Takahashi and McDougal, 2016, p 520). Gaining attention from the students
depends on how the teacher starts teaching (Fujii, 2019). In my lesson, I will introduce the lesson
with a jovial mood to create a favorable environment for the learning. I will have set my
objectives clearly to the students for example in my teaching I will have explained to the students
that the lesson will be about business letter writing skills and what they should cover and
understand by the end of the lesson. This lesson will also be a continuation of the previous day’s
discussion on the various lessons that we will cover throughout the training period.
Listening Skills
Student contribution and inputs on how they think the lessons should be planned and
organized so as to foster their understanding will be accepted (Thoms, 2014, p 729). Then, I will
inform the students and clearly outline that in the class we shall be exploring the overall nature
of banking business and markets and also touch on the global and local consumers of the
different services and services produced by these businesses. Pass a questionnaire to students to
fill the businesses that they know off in banking and the consumers that they think purchase the
products and services of these businesses. Afterwards I will review feedback from students
regarding their suggestion on lesson planning and also their responses on the open-ended
questionnaires that they filled on their ideas of listening skills. Reflection on facial expressions

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and use of gestures is critical and also serves as affective communication (Stigler and Hiebert,
2016). Some students see the picture of what the teacher is teaching in their mind especially
when gestures and expressions are used. On the guided practice and feedback: The guidelines on
practice will be explicitly provided for the learners (Ní, 2016, p 221). In this lesson, I will use a
graphic organizer to have the student fill while identifying listening skills. While doing this, I
will provide support by making sure they picked the right information by redirecting him to the
appropriate
Business English Lesson
During this lesson, different skills will be covered. I will cover different but fundamental
skills that the bank employees need to learn regarding note taking, telephone skills, and report
writing. As a result of the diversity of the lesson, different materials will be used to teach the
bank employees on all these skills. During this lesson, the explanation will therefore be based on
questions that will be directed to asking the students in their knowledge and capacities to majorly
identify and explain on their own some aspects and concepts that include telephone etiquette,
business report writing, book keeping and note-taking on major concepts of bank financial
analysis.
In this lesson there will also be directing the students to some considerable online and
physical analysis and some interactive models that are seen in many business concepts and
analysis of the entrepreneurship and major concepts of the major business finances that will
apply to every level of business organizations. In this case, the students will or in any case may
choose to engage their personal knowledge and experiences on some of the telephone
experiences, note-taking skills, report writing, business ideas with the learned business models
that will help all of them in their own learning abilities and skills that in many cases should be

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attained in the class and the business concepts of the major wide lessons of financial approach of
ideas. The lesson will also be able to direct some encouragement to the students of all types
especially the ones of limited abilities and skills in business and finance as a way to help them in
keeping their own focus and meaningful skills in their own capacity on some overall learning
process that in many cases will help them understand and have the abilities and skills through
some simple and considerable business terms. For the ones who have some considerable
advanced skills and abilities, these students may or will be given some go ahead for them to
indulge their strengths and abilities and also focus at their own pace in which they will also be
provided with a considerable way to make some major understanding and also help them explore
the full model and major business developments in every level.
Through some models of literacy exercise the students will learn and also indulge in
making some major steps in the focus to making some skills and abilities in paraphrasing the key
descriptions of all the major concepts that in this case will be some examples given in their
workbooks as well as major key approaches on making the key business ideas (Bates et al., 2016,
p 100). In this class, we will also stop at some point, then look and listen so that every student
may also regain the needed class attention and learning skills in a business class. The use of
numeracy exercise will also be a key concept and aspect that the students will be involved in as
they will be involved in some activities that are a part of their daily lives and major sustainable
approaches that will help everyone understand the key concepts of finance and business
management in a wide focus (Anderson, 2015). The students will also be able to create some of
their own graphics and major key factors that will help them in methods used in finding business
solutions especially through some of the interactive models that the students will choose as they

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will have learned from their earlier interactions as a way to help them in every other business
aspect.
Conclusion and Assessment
Sum up all the concepts learnt in the topic and issue handouts on the summary of the
topic to students so that they can easily follow and contribute towards summarizing the different
concepts of the topic. Ask students open questions regarding the topic and also on issues and
sub-topics that they had trouble understanding and those that they think that they should be re-
visited to enhance their understanding. Literacy exercises and assessment test – through these
assessment exercises and tests, it will be easy to assess the understanding of the students
regarding the concepts of the topic. Financial and economic models – students should draw and
design financial and economic models and fill relevant information that should be incorporated
when the model is being developed and implemented in the different aspects of the business.
They should do this in their own words and not copy from real model examples used in other
business. The models that they will create will be checked in the next lesson to make sure that
the student has used creativity and their understanding about the topic in the development of the
models. Conduct class and group discussion – students should be in a position to conduct and
handle given discussions and handle open discussions in class. Students should be able to use
critical thinking and reasoning while they contribute in the discussions.

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References
Anderson, J., 2015. Affordance, learning opportunities, and the lesson plan pro forma. Elt
Journal, 69(3), pp.228-238.
Bates, C.C., Huber, R. and McClure, E., 2016. Stay connected: Using technology to enhance
professional learning communities. The Reading Teacher, 70(1), pp.99-102.
Eradze, M. and Laanpere, M., 2017, September. Lesson Observation Data in Learning Analytics
Datasets: Observata. In European Conference on Technology Enhanced Learning (pp.
504-508). Springer, Cham.
Fujii, T., 2019. Designing and adapting tasks in lesson planning: a critical process of Lesson
Study. In Theory and Practice of Lesson Study in Mathematics (pp. 681-704). Springer,
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Ní Shúilleabháin, A., 2016. Developing mathematics teachers’ pedagogical content knowledge in
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Pang, M., 2016. Pedagogical reasoning in EFL/ESL teaching: Revisiting the importance of
teaching lesson planning in second language teacher education. TESOL Quarterly, 50(1),
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Stigler, J.W. and Hiebert, J., 2016. Lesson study, improvement, and the importing of cultural
routines. ZDM, 48(4), pp.581-587.
Suppa, A., 2015. English language teachers' beliefs and practices of using continuous
assessment: preparatory schools in IIu Abba Bora Zone in focus (Doctoral dissertation,
Jimma University).
Takahashi, A. and McDougal, T., 2016. Collaborative lesson research: Maximizing the impact of
lesson study. ZDM, 48(4), pp.513-526.
Thoms, J.J., 2014. An ecological view of whole‐class discussions in a second language literature
classroom: Teacher reformulations as affordances for learning. The Modern Language
Journal, 98(3), pp.724-741.