Assignment 4

Two ‘Four Skills Based’ Lesson Plans

Teaching Business English:

Principals of Teaching Communication English to Adults

Christina B.
--
February 20th, 2017

Program of Study:
TESOL Diploma TCCT Studies
Teaching Business English – Two ‘Four Skills Based’ Lesson Plans

Lesson 1 Modal Verbs

Goal: The office environment uses modal verbs to form future projections, reports and analysis.
Modal verbs are also useful for communicating with colleagues in an office environment. The
goal of this lesson is to solidify the student’s understanding of modal verb usage and their
implications. The students should be able to speak with their partner using modal verbs freely by
the end of the lesson.

Level: Intermediate
Duration: 2 hrs

Learning Modules:

1) Vocabulary
2) Listening
3) Comprehension
4) Grammar
5) Speaking

Materials:
 2 Video presentations
 3 Handouts to practice Modal Verbs
 Cue cards for Game: Give Advice
 Dry erase markers

Learning Objectives:
Focusing on the flow of conversation, inherently repetitive, responses are controlled with limited
choices of variation.
Lesson Structure:

10 minutes: Warm-up. Ask the students to think about their favorite place in the world and to
give a brief explanation as to why this is so. The students can go around the room taking turns
speaking out loud.

20 minutes: Introduce today’s topic of Modal Verbs.

Introduction:
Modal verbs are used for:
 Requesting information - May I (can I) review at the agreement?
 Asking permission - May I use your telephone?
 Making suggestions or demonstrating availability - Can/Could/Should we meet next
week? 
  Showing a possibility - It could be that your computer has a slow internet
connection. 
 Obligatory statements. I must/should attend the meeting this afternoon.

Must Might May Can Could Should Would Ought Shall

Might, may, must, could, should, would, can; all project future outcomes depending on the
evidence of the statement. They often require deductions - if this, then that. Modal Verbs also
allow you to express your thoughts or opinions more clearly because they can often be
interchangeable depending on the context of the statement.

 Modal verbs must always be followed by a verb.

Example: She can swim. or Can she help? 

 Modal Verbs are never used in the past tense. They only exist in the present form.

 Modal Verbs are never used in an infinitive form – there are no INGs attached.
(humorous note) Canned vegetables or canning vegetables is not the same word as the
modal verb Can (able to).

Obligatory: Must, Should, Ought, Have to:

Must is imperative:

Example: I must leave early this afternoon because I have an appointment at 4pm.
I must fix my leaky ceiling before the rain causes the roof to collapse.
I must put gas into my car if I want to drive my car to work.

Should is strong advice:

Examples: I should brush my hair because it’s messy.

You should have studied more.
You should have attended the meeting.

Possibility: Could, Can, Might, Able to, Would:

Could implies a) availability or b) missed or untapped possibility:

Examples: I could have gone to the show last night but I decided to stay in instead.
I could ‘pick you up’ at seven o’clock this evening, if you are available?

Can is often replaced with ‘Able to’.

Must can be replaced with ‘Have to’.

Example: Can you help me with our progress report later today? / Will you be able
to help me with our progress report later today?
She must attend the meeting today / She has to attend the meeting
today.

Might - shows a possibility, not a certainty.

Example: I might go to New York this weekend to visit family.

May is: a) a polite replacement for Can or b) a polite replacement for Might.

Would enables confirmation to the possibility at present.

Example: I would be happy to help you!

I would like to review the minutes at the meeting with you. Do you have
a moment?

*(Hints and Review)

Obligatory: I have to, I ought to, He must, I should

Suggestions or Abilities: I can, He could, She would, I should

Possibilities: I could, he might, I may, She would

Questions: Can I/you? Might I/you? May I/You? 

Example: Q: Can you complete this task by 4pm today? 

A: 1) I think that I might be able to. I will try my best.
2) Yes, I can complete it by 4pm.

5 minutes: Show two YouTube Clips about Modal Verbs

https://www.youtube.com/watch?v=68Fu8KZWb4Q

https://www.youtube.com/watch?v=LucNdnfbNIA **note this is a long video so I will start at 1:19

secs - 3:22, should = 10:45 secs - 

 Allow a few moments for additional comments or questions.

Extra Practice on the board: Demonstrate that sometimes different modals can complete
the same box, depending on how the speaker wants to express themselves.

Taken from http://www.englishpage.com/modals/interactivemodal1.htm

 1. Ted’s flight from Amsterdam took more than 11 hours. He __________ be
exhausted after such a long flight. He __________ prefer to stay in tonight and get
some rest.

2. Hiking the trail to the peak __________ be dangerous if you are not well prepared
for dramatic weather changes. You __________ research the route a little more
before you attempt the ascent.

10 minutes: Speaking Exercise

 Hand out the following worksheet and ask the students to get into groups of two. The
students will be instructed to read out loud the following dialog with their partner where one
partner will be person A and the other partner will be person B. They are also asked to
review the underlined words to see if they can replace them with another fitting Modal
Verb. The students will then take turns reading aloud to each other to complete the
following dialog.

Exercise A
Complete the following informal office dialog using Modal Verbs

Person A: Hi, are you going to the fundraiser event this Saturday?
Person B: Yes, I think that I might go.
A: You might?
B: Yes, every Saturday night I volunteer at the soup kitchen.
A: You should come along! The company’s fundraiser event only comes around
once a year and you can always volunteer every Saturday at the soup kitchen.
B: Okay, you are right, I ought to attend. Thanks!
A: No problem. Do you have a vehicle to get there?
B: No, I don’t.
A: I can meet you at the office at a half hour before the event begins.
B: Thank-you! That would be great.
A: You’re welcome. I’m glad that you’ll be attending. See you then.

10 minutes: Worksheet
Hand out the following worksheet to the class and give them 10 minutes to work on it. I will
walk around and answer any questions the student’s might have. When everyone is finished I
will go over the answers on the whiteboard having individual students utter the complete
sentence out loud.
Exercise B
Taken from http://www.englishpage.com/modals/interactivemodal1.htm

Choose the appropriate word to complete the sentences by using Must, Might, or May.
(Answers may vary)

1. The boys look so sad. They __________ have lost the football match yesterday.

2. The music next door is so loud! They __________ be having a party.

3. She just said she didn't want any wine. She ________ be pregnant.

4. His bedroom light is still on. He ___________ be reading a book.

5. Andrew's good friends with Gemma. He _________ ask for her phone number.

6. Why did you tell him the truth? You ___________ have known that he didn't

want to hear it.

7. Dave's got a new car. He ___________ have gotten a pay raise at work.

8. That girl looks bored. She _________ be waiting for someone.

9. She didn’t bring food for the potluck. She _________not have gotten the memo.

10. Gary is late again for work. He ___________ be getting fired soon.

10 minutes: Worksheet
Hand out the following worksheet to the class and give them 10 minutes to work on it. I will
walk around and answer any questions the student’s might have. When everyone is finished, I
will go over the answers on the whiteboard having the students volunteer an answer by uttering
the complete sentence out loud.

Exercise C
Taken from http://www.englishpage.com/modals/interactivemodal1.htm
Deduction: Must, might, can't
 
Choose one word to complete each sentence - must, might, can't, could, or should.

 
1.      Sarah never stops talking about Steve. She [          ] be in love with him

2.      Tom [          ] be working today - I just saw him at the gym.

3.      You drank 3 bottles of wine? You [          ] feel so sick!

4.      Frank's quite good at grammar. He [          ] know the answer for this question.

5.      You studied this for 3 years at university! You [          ] know the answer!

6.      You just slept for 12 hours! You [         ] be tired again already!

7.      She always gets me a present, but this year she didn't. She [          ] have forgotten that

it's my birthday.

8. Jason woke up 10 minutes after his alarm rang. He [           ] be late for work.

9. One of Cory’s workers has been ‘written-up’ twice this week. He [           ] be

getting fired.

10. The company is giving all their employees a pay raise. They [           ] be doing very

well.

20 minutes: Speaking Exercise

The teacher will give the students a choice of topic: A) What are your plans for the weekend? B)
What are your plans for the summer or C) What are your plans for next year. The students will
be given the chance to speak freely to their classmates using Modal Verbs in their explanations.

Examples:

 This weekend I might see a movie with my friend.

 This summer I think I should go camping because I have never been before and I hear
that it is fun.
 Next year I should continue my education because I have been granted a scholarship for
it already.

30 minutes: Game: Give Advice

The students can take from a prepared Bristol board of the following hints or guidelines:
(Taken from: http:www.teachingenglish.org.uk)

YOU SHOULD + INFINITIVE

YOU OUGHT TO + INFINITIVE (FORMAL)
IT WOULD BE A GOOD IDEA IF YOU + PAST SIMPLE
IF I WERE YOU, I WOULD ...
YOU HAD BETTER ... + INFINITIVE
YOU WILL HAVE TO + INFINITIVE
IT IS TIME YOU + PAST SIMPLE
WHY DON'T YOU ... + INFINITIVE
YOU COULD ALWAYS ... + INFINITIVE
HAVE YOU THOUGHT ABOUT ... + ING
IMPERATIVES (Don't ... Do ...)

Method: The teacher randomly hands out one topic for advice/instruction from the below list to each
student. The students have 5 minutes to decide how they will answer by jotting points. Then each student
has a chance to ask for advice/instruction from the class. The teacher can monitor the proper use of their
grammar.

Sample Advice statements:

 - I have a headache: What should I do?
Have you tried any pain killers? I think that you should rest your eyes for a bit, or maybe drink some
water. If that doesn’t help, then I think that you should go home for the day.

- I keep losing my credit card

- I’m always late
- I’m always crashing my car

5 minutes: Assign Homework – More Exercises if needed.

Observations:__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson 2 Making Appointments

Goal: The office environment requires us to organize appointments for meetings, make personal
appointments, and to make appointments for our managers. This lesson aims to automatize the
student’s ability to set appointments for themselves and for their colleagues. The students should
be able to speak with free discourse with their partner in the topic given. To familiarize the
students with office lingo related to setting up appointments or scheduling meetings. 

Level: Intermediate
Duration: 1.5 hrs

Learning Modules:

1) Vocabulary
2) Listening
3) Comprehension
 4) Grammar
5) Speaking

Materials:
 One video presentation, one audio presentation
 Cue cards for common expressions
 One handout worksheet to practice making appointments
 Cue cards for Appointment Game
 Dry erase markers

Learning Objectives:
The flow of conversation, repetitive, responses are controlled, repetitive with limited choices of
variation. To practice formal and informal speaking skills and to solidify common office
expressions. 

Lesson Structure:

20 minutes: Warm up

The teacher will ask the students what they like best about working in an
office? Each student must do their best to answer in complete sentences. The teacher will
provide an example statement to spark ideas within the students. 

  Example: “What I like best about working in an office is that I am able to

develop good working relationships with my co-workers. I enjoy
getting to know people and the different relationships that come from
it.”

The class can comment or discuss or ask for further clarification from each student’s
response. This will allow for the chance for a fluent conversation in the classroom.

20 minutes: Introduce today’s topic ‘Making Appointments’.

An office setting requires a balance of formal speech and informal speech,
depending on the situation or to whom you are addressing. When you book appointments,
you want to find a good balance of both because we are dealing with humans, and in an odd
way, it is almost more polite to occasionally switch to informal speech to add a human
element when dealing with other persons or businesses on the telephone.

The following video clip will demonstrate formal speech within the office with regards to
scheduling meetings and appointments. The teacher will mention that the students are
encouraged to take notes because we will be playing a game later that will ask the students
to book an appointment.

Show YouTube video clip:

https://www.youtube.com/watch?v=n2i1xnMWSrk

After the video has been played we will have a discussion about it and the students may ask
for further clarification.

Introduce common office vocabulary and common expressions: 

Informal: Does 8pm tomorrow night work for you? 

Formal: Are you available to meet at 8 o’clock pm tomorrow night? 
Is it possible to schedule our appointment for 8pm tomorrow night? 

 
Informal: 'How about' with get together at around 7am to discuss or 'go over' our
presentation? 
Formal: I can clear my schedule for 7am to review our presentation, if you are
available for that time?

Informal: Yes, 8pm works for me.

Formal: Yes, 8pm is perfect. I have
cleared my schedule for that time. 

Informal: Great, and see you then.

Formal: Thank-you, I am looking forward to our meeting. 
Certainly, Tuesday will be fine. I am looking forward to it.

Common Workplace Expressions:

‘Computer savvy’/ ‘Computer wiz’ = To almost be an expert in something.

‘Playing Hardball’ or ‘Raising the Stakes’ = The competitor is not complying with the first
offer.
‘Tweak’ = A slight adjustment.

15 minutes: Audio listening: Listen to the voice-message that was left and try to fill in the
gaps on the provided worksheet. 

Audio Recording – 

The teacher introduces the setting for the voice message recording:

You are a teller (Louisa) at a bank and someone is looking to make an appointment: 

 Hi Louisa, my name is Paul Dupris and I was speaking with you last week about making an
appointment with Mr. Smith regarding my investments. I would like to confirm my
availability to meet with him any day next week between the hours of 1-3pm. You can reach
me at 555-2398. Thank-you, and I look forward to hearing from you. 

Sample Worksheet:

Appointment Log

Caller Date: _____________________________

Caller name: _____________________________
Contact number: __________________________

Regarding: ______________________________________

Check the box for employee referral:

    
o Charles Glover     o  Anna Ramone      o  Asraf Gallespy      o  James Smith       o   Janet Miller 

 Appointment date requested:  __________________________

Check the box for method of contact:  

o email        o phone        o   fax           

Signature:  _______________________________________
35 minutes:
Booking Appointments - Telephone Game:

Each student will be given a unique phone number, for example: 555-4837
The students get the chance to make a phone call to set up appointments with their classmates.
The teacher will write on the board the suggested topics for setting up an appointment:

Samples: -Book a hair appointment for your boss.

-Conference Dinner Reservation for 12 people.
-Booking a convention room for 120 people, sit-down dinner.
-Dentist appointment during the work week.
-Coffee break – ordering coffee and doughnuts to be delivered to the
office.
-Informal appointment to work on a presentation with a colleague.

  -Phoning a call-centre inquiring how to fix the photocopier. 

The first student to volunteer will go first. They will begin by choosing the topic that they wish
and drawing a random phone number from a hat. Both students are allowed one minute to jot
down notes about the logistics of their appointment bookings.

5 minutes:
Homework: Make an appointment with the teacher to discuss your progress. The student can
email the teacher to see what day they are available to meet.

Observations:__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________