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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.
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 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.
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 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
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 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 will have learned from their earlier interactions as a way to help them in every other business aspect.
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.
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, Cham.
Ní Shúilleabháin, A., 2016. Developing mathematics teachers’ pedagogical content knowledge in lesson study: Case study findings. International Journal for Lesson and Learning Studies, 5(3), pp.212-226.
Pang, M., 2016. Companion guides for lesson planning: a planning template and the lesson plan pro forma. Elt Journal, 70(4), pp.444-454.
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), pp.246-263.
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.
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