Q.

1 Write role-cards along with the role play dialogues for any one of the role-plays:

• A telephone call to a colleague, telling her that you can’t make it to the meeting because you
urgently need to visit a supplier, and ask for a postponement.

Or

• A meeting to discuss the possible purchase of new premises in a foreign city.

Answer:

Role card and role play dialogues for;

‘A telephone call to a colleague, telling her that you can’t make it to the meeting because
you urgently need to visit a supplier, and ask for a postponement.’

In a BE class the activities should be a snippets of the real life situations learners might
encounter throughout their working careers. Role play has been one of the tried and tested
activities that help the learners produce vocabulary used by native speakers in situations such as
telephonic conversations, meeting discussions, small talk, etc. It gives learners an opportunity to
understand the importance and usage of words and phrases used in a semi-formal setting. It also
helps enhance their personality and confidence.

The activity is started by dividing the students into pairs, the trainer hands everyone a copy of
role card and the sample dialogue sheet. On the role-card the situation is laid out with certain
suggestive phrases for the learners to use. The learners take turn doing the task and then switch
roles. This activity allows the learners to improve their speaking skills as well as their listening
skills and enhances their vocabulary base.

Role reversal helps the learners understand both sides well and gives them a chance to become
more efficient with their language skills. They understand greetings, reasoning and making polite
requests and offers, in a semi-formal to formal setup.
Q.2 The following is a draft of a contract.

This Agreement is made between …of … (hereinafter referred to as Sponsor), and ….of ….
(hereinafter, referred to as Trainer) on June16, 2004. Sponsor will make available certain
confidential and proprietary information to Trainer. Such information may include, but is
not restricted to, product specification, manuals, business plans, marketing plans, reports,
contracts, and correspondence. Such information may be submitted orally or in written
form. Trainer agrees that the information is to be considered confidential and proprietary
to Sponsor, and shall not use the information other than for the purpose of language
training with Sponsor. Trainer will not disclose, publish, or otherwise reveal any of the
information to any other party whatsoever except with the specific prior written
authorization of Sponsor.

Q:2. How will you use the draft as a material for a BE class? Mention the learning outcome, the
activity or task the trainees have to perform using the material, their language level and the
context of the learners.

Answer:

There are numerous ways a BE teacher can use the material provided to teach the students. These
students are mature and keen on gaining new knowledge. To learn Business Communication
students should enhance Listening and Speaking skills. Apart from that, I aim at improving the
students’ vocabulary, (needed for every day conversations) pronunciation, writing skills, and the
interpretation skills.

Following are the activities that can be performed in a BE class;

#1 Listening Quiz;
Language Level: Intermediate
Learning outcome: This activity will get the students acquainted with the pronunciation of the
words as well as improve their listening skills.
 The trainer reads the given material twice, once slowly and then at a normal pace.
 The students are instructed to listen carefully.
 The trainer then picks out certain key sentences from the material and skips one or two
words from the sentences.
 The students have to write the skipped words. Then, the students read out the words that
they have written.
 The trainer assesses the pronunciation and corrects the student as and when necessary.
 The student reads out the spelling of the word they have written based on the sounds they
heard. The trainer corrects the spelling mistakes made by the students.

#2 Demonstrations and Individual Reading

Language Level: Beginner
Learning Outcome: The students will learn to read as well as comprehend the meaning of the
individual words as well as the text as a whole.
 The trainer demonstrates reading the text while eliciting pauses in the text.
 The students observe and listen to the trainer carefully.
 The students individually read the text trying to replicate the trainer’s reading.
 The trainer assesses the students on basis of pronunciation, punctuation pauses, reading
pace, and comprehension.

#3 Vocabulary Practice
Language Level: Beginner, Intermediate
Learning Outcome: The students will learn the new words and their meaning as well as their
usage. This activity allows the students to learn new words and also retain them.
 The trainer hands out cards to all the students, the students have to read the words listed
on the cards and match them with their corresponding meanings.
 The students are further supposed to use these words to make their own sentences.
 The trainer has to assess the students based on the comprehension and usage of the
vocabulary learned.

#4 Act it out (Role – play)

Language Level: Intermediate
Learning Outcome: The learners will learn to negotiate the terms of a contract, ask questions,
and make offers. This activity will also help them interpret the material to a greater extent.
 The trainer divides the students into pairs, the students are supposed to read the material
given to them and take on the role of the sponsor and trainer.
 The students will negotiate the terms and conditions of the contract while making
suggestions, asking questions.
  The trainer is supposed to assess the students based on accuracy, intonation, and
comprehension.

#5 Design a Catering Contract

Language Level: Intermediate to Advanced
Learning Outcome: The students will learn the basics of drafting skills; this is an individual
activity where they will draft the contract. In certain situations, such as marketing and
administration the employees might need to deal with various clients, and need to use their
expertise and knowledge to read through, interpret, and at times make amendments and revisions
to the contract. This will also improve their knowledge of specific lexical terms used in drafting
contracts.
 The trainer divides the students into pairs; one student presumes the role of the Caterer
whereas other is the Employee.
 The Caterer and the Employee sit together to negotiate the terms and conditions of the
Catering Contract, the timings for beverages, the rates, the menu, etc.
 The students sit together and draft their respective contracts.
 The trainer invites each pair and asks the Caterer-student to read the contract and the
Employee-student to cross-verify.
 The trainer assesses them based on the accuracy, incorporation of general terms, and
usage of vocabulary. The most accurate draft contract gets the point.

#6 Dictogloss
Language Level: Intermediate
Learning Outcome: The students will be able to memorize and make correct notes. This
improves their memory as well as drafting and listening skills.
 The trainer reads the text to the students at a normal speed.
 The students are instructed to listen carefully for the first time.
 The trainer then reads the text for the second time and the students are supposed take
notes.
 The trainer divides the students in pairs and they are supposed to reconstruct the text
using their memory and notes.
 Once done, the trainer reads the text for the third time. The pair that reconstructs the text
closest to the original with least corrections gets the points.

#7 Alternate Sentences
Language Level: Beginner
Learning Outcome: The students improve pronunciation and reading skills. This activity
focuses on repetition of targeted vocabulary and listening skills as well.
 The trainer creates two versions of the text; in version one the alternate sentences are
skipped. Version 2 is the exact inverse of version 1.
  The students are divided in pairs; each pair completes their tasks by dictating the missing
sentences to their partners and vice versa.
 The trainer assesses the students for team work and problem solving as well as the
accuracy of language produced.
 The pair that finishes with maximum accuracy gets the points.

Business English students not only require the language to communicate but to do business, the
trainer has to come up with tasks that are close to real-life situations for the students to
understand, experience, and act on.

The answers are appropriate and justified. Nice work! The points stated are
quite relevant and organized.

The role cards are perfect and the draft has been used wisely. Good work!

Way to go teacher!

Grade A+